Chapter 2
REVIEW OF RELATED LITERATURE
The review of the literature for this study identifies interest the variables
of the study. The iteratures are namely related to Second Chance Education
program, The Establishment of ALS, ALS learners and teachers, Ways of ALS
teachers in dealing with ALS learners and Different Types of ALS teachers.
To begin this chapter, the researchers defined the variables and reported
the findings in the literature offered to the relationship of second chance
program to ALS program and how it is significant. The researcher also
examined other research studies and articles that show other the
aforementioned variables are related. This chapter ends with the summary of
literature review.
Education is a basic need of every human being. It is a human right that no
one should be able to deny. Unless for some people who cannot experience it
freely due to some barriers and adversities that are presented as circumstances
offered in life. Second Chance Education (SCE) program is an education
specifically targeted at individuals who, for a variety of reasons, never attended
school or left school either before completion of the level of education in which
they were enrolled or completed the level but wish to enter an education
program or occupation for which they are not yet qualified. Participants are
often older than the typical target age group for the given ISCED level program. It
is often referred as “bridging programme” or “re-integration programme”
(International Standard Classification of Education, 2011). It is now a well-
established presence in many institutions such as Arizona State University,
Augsburg College, Ball State University and etc. (CollegeXpress, n.d.). They seek
to provide access and equity to educational pathways that are usually blocked
due to unspoken discrimination against people in need of this program.
The ideation of SCE Program is mostly prevalent in many countries. As its
significance are highly relevant to the society. An example of it is the Reaching
Out-of School Children (ROSC) in Bangladesh. The program has been initiated in
2008 by the Government of Bangladesh through the Ministry of Primary and
Mass Education, co-funded by the World Bank. It aims to reduce the number of
out-of-school children through improved access, quality and efficiency in
primary education, especially for the disadvantaged children, Bangladesh Center
for Communication Program (BCCP) has been involved in implementation of the
Social Awareness and Community Management (SACM). (Limited, n.d.). The
program allows the poorest children, who otherwise may miss education, to
study in learning centres, called Ananda Schools (‘schools of joy'). These schools
provide stipends to eligible children to ease the burden on their families, and
provides free books, stationeries and uniforms. The Ananda schools are
established in upazilas with high poverty and low enrolment and completion
rates. (World Bank, 2019)
In the Philippines, the 1987 Philippine Constitution provides for the
recognition and promotion of other forms of education other than formal
education. Article XIV, Section 2, Paragraph (1) declares that “the State shall
establish, maintain and support a complete, adequate and integrated system of
education relevant to the needs of the people and society”; and paragraph (4)
concisely encourages “non-formal, informal and indigenous learning systems as
well as self-learning, independent and out-of-school study programs particularly
those that respond to community needs.”(Department of Education, n.d.). As
mandated by the government of the Philippines, a SCE program is created with in
mind of the target audience of the program. Nevertheless, it means that it is not
only a part of the program but it is the program itself that was just prepared by
the Department of Education for the Philippines to attain.
While the Philippines has made significant progress in providing access
to and increasing the quality of formal basic education, a number of Filipinos are
not attending school because of inaccessibility, disability, family matters, high
cost of education and other factors that could hinder the nature to nurture
growth as a learner. To ensure that OSCYAs have a second chance at pursuing
their basic education, DepEd strengthened and intensified ALS. Between 2016
and 2021, around 4.2 million OSCYAs enrolled in ALS and were able to continue
learning in a manner suitable to their preference and circumstances, and to
achieve their goals of improving their quality of life and becoming productive
contributors to society.“In less than six years, we are confident to say that we
delivered on our mandate and our commitment to strengthen and improve the
ALS Program (UNICEF, n.d. )
SCE Programs such as ALS are meant to empower out of the school youth
and adults learners to continue learning in a manner, time and place suitable to
their preference and circumstances, and for them to achieve their goals of
improving their quality of life and becoming productive contributors to society
(Department of Education, n.d.). Some drop out from schools while some do not
have schools in their communities. Since every Filipino has a right to free basic
education, the Government establishes ALS to provide all Filipinos the chance to
have access to and complete basic education in a mode that fits their distinct
situations and needs. (Department of Education, n.d.).
References:
International Standard Classification of Education (2011). TVETipedia
Glossary.
https://unevoc.unesco.org/home/TVETipedia+Glossary/show=term/term=Seco
nd+chance+education#start
CollegeXpress. (n.d.). Colleges for Students Needing a Second Chance.
https://www.collegexpress.com/lists/list/colleges-for-students-needing-a-
second-chance/691/
Limited, H. E. (n.d.). Bangladesh Center for Communication Programs ||
BCCP. Bangladesh Center for Communication Programs || BCCP.
https://www.bangladesh-ccp.org/project/urei5h7m/reaching-out-of-school-
children-rosc-project
World Bank (2019). ReliefWeb.
https://reliefweb.int/report/bangladesh/second-chance-education
Department of Education. (n.d.).
https://www.deped.gov.ph/k-to-12/inclusive-education/about-alternative-
learning-system
Department of Education. (n.d.).
https://www.deped.gov.ph/k-to-12/inclusive-education/about-alternative-
learning-system/#:~:text=Some%20drop%20out%20from%20schools,their
%20distinct%20situations%20and%20needs.
UNICEF(n.d.).DepEd, UNICEF strengthen Alternative Learning System
toward quality, relevant second chance basic education.
https://www.unicef.org/philippines/press-releases/deped-unicef-strengthen-
alternative-learning-system-toward-quality-relevant-second
Mercado, IP.(2017). International Journal of Education and Social Science.
Problems Encountered in the Alternative Learning System in Tanauan City.
https://studylib.net/doc/18204586/problems-encountered-in-the-alternative-
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