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“ALS is expected in areas of conflict resolution, critical thinking, in indigenous communities in areas where literacy is most wants and where literacy is needed.” Hon. Crèche Lapus, Secretary, Department of education Government vision for non-formal education is revived and epitomized by Executive Order No. 358 S. 2004 rnaming and exploring the Bureau of informal education to předsednictvo alternative learning system (balsa), whose vision is a view in the Philippines as a nation where all citizens, particularly marginalized individual or group of students who could fairly access to formal training because of unwanted circumstances, have equal access to quality education by alternative educational system that will allow them to become productive workers and members of the land. As its mandate is driven by ALS function:
address educational needs of marginalized populations, including the deprived, depressed and underserved citizens;
coordination with the various agencies to develop skills to enhance and ensure continuing employability, efficiency, productivity and competitiveness in the labor market;
expanding access to education for citizens of different interests, abilities demographic and socio-economic origin and status, and
Support certification and accreditation of alternative education programs, both formal and informal nature of basic education.

This mini case study focuses on the role of ALS programs operated by the Lopez East District ALS Coordinator and the local instructional managers to address current needs and to define concise their clients’ way of life village or community in Brgy. Villa Espina, Lopez, Quezon. Aetas in Lopez, Quezon can not be overlooked since they are already adapting to changes in their surroundings. In addition, members of disadvantaged groups of people, giving them the opportunity to have equal access to education is a priority interest of the government transferred its local counterpart. While some NGOs are also involved in assistance to schools, health and sanitation services, this mini-case study only uses the ALS in the promotion of literacy among the Aetas of Lopez, Quezon, describing the attitude or response clients Aeta community in the implementation of educational efforts from February 2008 to present. This case study includes the initiatives and actions ALS Coordinator and shared her instructional managers’ experience with their clients and the attitudes or behavior Aeta clients to their programs. It also includes an ethnographic account of how the class of ALS usually progresses. Student-researchers were able to verify these observations and remarks on direct observation and interviews conducted at the Aeta clientele and its immediate community. Most of the data used in this report were drawn from interviews and observations of the school site and report Lopez East District Office alternative educational system. On the other hand, this mini-case study was also limited. Researchers initially advised to follow or other related studies on topics will be conducted on the cultural impact of education in another way.

alternative educational system LOPEZ EAST District and AETA clientele BRGY. VILLA Espina

Alternative Education System Coordinator Lopez of East District, which is in-charged to the provision of programs BALS Aeta Community is Mrs. Angelina J. curves. On the team are two instructional managers (IM) and coordinator Aeta. These two are key instructional managers, teachers and practitioners who are directly involved and monitor and support the ALS program to Aeta Community. Mrs. Mabel A. and Wilma Capistrano curves are infrastructure paid for by local authorities with a monthly fee of P 4, 500 00 pesos each. Aeta coordinator Andy Villa Franco, a local villager who maintain direct contact with clients Aeta community in the absence of infrastructure or ALS Coordinator. from the non-formal to ALS, is formally opened last February 2008. Through local initiatives coordinator at the ALS-funded instructional hire local managers and no doubt their commitment to implementing the program, instructions for ALS Aeta community began. Since its target clientele are the Aeta Community, and encourage recruitment of displaced minorities, the largest toll in the beginning. Previously, on her report, Ms. curves were able to draw some of his early notes the following points. Tribal groups, namely the Aetas are ready, depression and undeserved populations. Their solutions can be found in the vast space. Uncivilized and illiterate, few participated in formal education because they understand the benefit of that education could be a person. 1st September 1994 Non-Formal Education (NFE) has brought the school for Aetas, through “Project Magbasa Kita basic literacy program of the department. I was assigned to handle a class or Aeta community as a “para-teacher”, at the same time “eats” No ma’am, or a teacher at the Aetas. Then I introduced a syllabic phono-lessons. The school consisted of nipa, which existed in Villa Espina. Enrollees these classes are no age restrictions. Discussions with the Aetas as one of the clients NFE / ALS is not an easy task for me. So I continue to mobilize our local system. It really is very demanding on our side. We had hard times to encourage and motivate them so that they come to school. Convincing them to come to school, part drinking with them. In addition, we use different methods and approaches that might interest them. School set-up for several years, but their lifestyles have not changed despite all efforts to work through his other mentors. Some people still made the old practices and even their own house, where he can live comfortably and permanently. Construction of a two-room building sponsored by ABS-CBN “Tree of Hope program” built last year (2007) became one of the motivating factors which led the Aetas, the ALS program. ALS program officially launched on February-April 2008th Fortunately, more or less 50 households, Fifty-four Aetas were the first batch of students. This group was divided into two separate sections. The first group consisted of young Aetas for 6 to 13 years under the leadership of Mrs. Wilma A. curves. This group is at the beginning levels of instruction. Other class, according to Ms. Wilma Capistrano consists of teenagers for adults consists of 13 years to as old as forty-four. This group could be considered urgent, students proceed from the very basic level. During this grace period, meetings were conducted three times a week. Teaching at the time mainly focused on basic literacy focus, which is more about reading the alphabet (phono-syllabic classes), writing (specifically in writing their name) and change clients’ alternative education. alternative learning system program continues from the beginning of this school year, June 2008. There was an increased registration. From fifty-four (54), Aetas who registered in February last year, is increased to seventy-four (74) this June. Of the 74, most of them are female, 65% men and 35%. Ten of them are parents and are mostly young. “However, maintaining 100% attendance is the biggest problem,” said educational managers. On average, 50-60% of the total enrollment is coming to school regularly. Consequently, food for school program requires ALS district coordinator, the local government unit (LGU) solves the problem abseeteism among Aetas. However, the maintenance program is another problem. Meeting time is from Monday to Friday, not unlike the previous one, which is only three. coordinator and instructional managers would tell you that the usual or typical day goes like this … -Aeta clients would come to school in the morning. Not all students would arrive on time. Others were still in Brgy. Pisipis and other neighboring barangays. Some wore the uniform others in their tattered rags. Flag ceremony used to be held at the beginning of the week. After Aetas do cleaning and other pre-routinary activities. The basic alphabet of word reading, writing and arithmetic activities were provided for three hours. We would read aloud the alphabet, the minimum a few words, read short passages, and ask them to read aloud and write. Most of them get bored easily for they have different kinds of learning. Most of them usually a short attention span, so we had a quick break from time to time. preparation of food was most important to them. Whereas, some make breakfast or suffer the day before. After a morning routinary activities, we prepare meals in the day when all will be part of. Food is the best reward and encouragement that they can offer. Because food nutrition, come to school. There was even an incident that Aeta come very late to school just in time for lunch. After a while, or siesta, the afternoon session to be allocated free of charge and varied activities. Film viewing occupied most of the time, because the TV and learning package, we recently received from donations and from Hawaii. Televiewing became part of the afternoon session. When the day ended, we were unable to teachers can not help but be infected with various modifications satisfied that our clients Aeta. We find teaching and learning with them, demanding yet very challenging, because some reasons: · Some unsanitary practices of some of the clientele Aeta are lower. We have introduced the teaching of basic health hygiene. However, for common ground is not enough to ensure our advice to you has happened to their system because they were born. A result, we use some of their unsanitary practices but we have always been to reach as many clients of the parent teaching the correct path, although most of them do not care much for their kids for usually justifies. · Abseetism is also a common problem, because the approach is new for them at the beginning. Looking at them from day to day perspective, most of them skip school, because some work on the farms that collect young leaves or working with specific anahaw “Amos”, and for very obvious reason, though there are times that we don ‘t have a meal or meals on offer to them, we would prefer an empty room than have clients with empty stomachs. · Aetas clients interact with the ALS program otherwise. Students learning style and intellectual abilities are different one from another. Some learn continuously. Others need constant supervision. At the beginning level, it is common to see Aeta-clients with their names wrong, what is worse is that sometimes forget their name, or change their names. · some of their practices are still prevalent, but most are dead or forgotten. Aeta one client and shares, which can no longer remember the tribal rites taught to them earlier. Nevertheless, some of them stray from the Community and work in the nearby barangays. Do not have permanent stay in one place, except of course those who have learned to fit into local villagers. What is quite urgent for us in relation to their journey is that early marriage is a normal thing. Aeta they can find and live with his / her partner of 12 years. In addition, they could easily move or change the partner as a couple like that. Other significant activities often involve drinking it. In addition, some opportunities might villagers, along with most of the Aeta over a bottle of alcohol or alcoholic beverages, and if the Aetas to drink alcohol, the drinking spree ends. This way somehow affects their attitude toward learning. Aeta adult clientele could threaten to go to school just to get a bottle of liquor. fighting all these things every day, we as their teachers, or “Ate,” as they say we can freely say that we are affecting their lives for basic literacy and even More. Most of them are already accustomed to the ways of civilized people. Emerging clients whom we have been training hard can already read and write basic Filipino words can calculate numbers so that good can not be deceived by the “Amos’ for their fair share of agricultural work, some basic sanitary hygiene procedures from teeth cleaning to basic cleaning , and for some who have installed the latest technology to send short text messages (SMS) via mobile phone. The Aetas in Brgy. Villa Espina still like civilized people, because of us, another local villager added, and the effects of the latest technology-stricken world. with programs that are offered by the District, sees the ALS greater impact on the future of the Aeta community, has come a long way from which the district coordinator and the researchers unanimously agree with the fact that many concerns and priorities must continue and should be immediately responsive.

other concerns

“Learning must be meaningful, must be based on community life and experiences of people, because instruction takes place in this context, as in how they understand the stages of the cycle. “

; BALS framework ensure the expansion of access to education and capacity building, BALS the national office has been training his ALS District Coordinators of the start of the year. A seminar on ALS Trends & Updates full-time District ALS Coordinators influenced many approaches Mrs. curves and her team of local partners. Myriad execution had been absorbed by thinking and living with BALS framework. However, this requires a change from the usual approaches. Meanwhile, the training division level, ALS local people and some representatives recently attended Aeta this month (August 2008). They were exposed to education beyond indigenous peoples (IP) and the original’s Core Curriculum (IPCC). With the assistance, expertise of local indigenous peoples and in cooperation with the National Commission on Indigenous People (NCIP) Summer Institutes for language (SIL) and other IP agencies: the Bureau was able to develop an indigenous peoples (IP) Core Curriculum. ALS curriculum competencies identified are being pursued through a modular training system that will guide the coordinator, instructional managers and Aeta clients to fashion and education clients receive. Quote this remarkable operation or implementation, those concerns and the points are well-known experts in culturally sensitive and integrative teaching delivery to IP, namely Aeta clients: < br />
development process not only to provide culture-sensitive curriculum, but also the maximum local participation in all aspects of decision making and negotiations relating to the completion of the IP Core Curriculum.

Expert IPCC noted that without necessarily emphasizing a tone re-armament, largely Western- rooted the current educational system has contributed to further marginalization and exploitation of IPs. The system was to produce graduates who are trained to be employees rather than as entrepreneurs who can become an employer.

Right-Based Approach (RBA) on education expressed by the following facts. Its strengths of sustainable development and exercise self-determination to the extent that such training is to be “enabling” (for the recognition and strengthening), “security” (for protection) and “strengthening” (Development and Promotion) tool for indigenous peoples, jejich ancestral domains and their cultural integrity.

Add the important issues of literature on the newspaper article about Ina Hernando-Malipot, available v < , and the rel = "nofollow" onclick = "javascript: pageTracker. _trackPageview ('/ outgoing / article_exit_link')" href = "http://www. mb. com. ph/issues/2008/08/18/YTCP20080818132815. html "> http: / / www. mb. com. ph/issues/2008/08/18/YTCP20080818132815. html , he stressed that the study conducted by Dr. Jill Bevan-Brown, a senior lecturer at Massey University in New Zealand, during the fifth International Conference on Teacher Education (ICTED) indicate that children with special needs of ethnic minorities may have a further disadvantage. In his talk entitled “culturally appropriate provision for children with special needs of ethnic minorities: the story of two Maori initiatives,” Dr. Brown said that for children with special needs of ethnic minorities, have access to special education provision is not a problem. In fact, in the various categories of special education, which are over-represented. “However, receiving education that is culturally-appropriate and effective, is a major problem.” “That’s why we developed two initiatives aimed at improving this situation – teachers vedení sports-examination of their early childhood center or school as součást Sped their skills, and involvement of governmental agencies, teachers and parents children, “Dr. Brown revealed. Dr. Brown finally said that the acquisition of education, have other problems of children with special needs in comparison with their non-disabled peers. “Similarly, children with special needs from ethnic minorities face the challenges of their disabled peers from majority cultures do not face these children were dealt with ‘double disaster’.” Literature clearly appeals to the change or innovation must be to fit the educational needs of the Aeta community in Brgy. Villa Espina, Lopez, Quezon. Since the ALS in this community is newly born, a larger measure of adaptive culture or Aeta clients’, which is threatened, should and must be acted upon, not only ALS, but also people who LGU, NCIP, and most of all people who are under the control of major local sources.

implementation requirements these questions have become the starting points for reflection. ALS is the Villa Espina “supportive” of his clientele Aeta (for recognition and reinforcement)? “Securing” (protection)? A “strengthening” (development and support), a tool for indigenous peoples, their ancestral domains and their cultural integrity? Mrs. curves hopes modules to functional literacy, that waiting for the delivery of the National Authority should be adopted as soon as possible to strengthen the process of teaching, and therefore Aeta clientele. Local authority over the municipal mayor, Hon. Isaias Ubana was planning an initiative that would Aeta Community and home place of refuge, where they inherit a latent cultural forms and norms, will be restored and revived. City Mayor himself just published this local initiative coordinator for the ALS. This type of action that should be achieved to ensure protection. However, the question of ancestral domain surfaces. It’s not the first time, the municipal head against the incumbent mayor of the appeal of the Community Aeta though their local chieftain to support their ancestral land recovery. Unfortunately, the petition for return of land fell on deaf ears, or the researchers say “no clear answer at this time.” With the training and supports the national and local government units side by side with non-governmental sector, ALS Lopez East District, and researchers predict that the Aeta Community for ALS in Lopez, Quezon for his long-term goal objectives will continue to implement and realize the following plans: · offer food for school program is permanent and what timing replaced sustainable livelihood programs, Aeta clients can be trained and likely to lead to their independence the tools for self-employment and individual or group Community

· Relief Aeta community members in ignorance, that functionally literate people. Functionally literate person is defined as someone who can communicate effectively, solve problems scientifically, creatively and think critically, to use resources in a sustainable and productive, to develop themselves and their sense of community and expand its world view; < / strong> · approach to accreditation and skills test is given to graduates of ALS Aeta. If the connection is successful in the competency test, pending or transfer to a higher formal education, if he or she wishes, will find it easy

• s properly paid, equipped and trained instructional managers. Locally compensated nationalization of infrastructure, allowing them to continue to work not only as teacher but as a highly committed social workers to improve the clients and

• education is not only literacy, but also for the recovery of their cultural ways of indigenous peoples (IPs) who have their cultural integrity and ancestral domains to create their own cultural identity as an integral part of Lopez, Quezon Community and the Philippines people. To achieve all these, which some are still in the plan, must be hand-in-hand actions based on both the government and the Aeta Community. If it is implemented, equitable access to education, is now at hand for those in need and aspire to it. It seems that TT come from alternative methods, if non-government sector even participate in this movement, such as school building project ABSCBN Aeta and other charitable individuals who are truly in their interests, social and cultural revival of education for empowerment must surely Aetas be met.

References and further reading:

Ina Hernando-Malipot newspaper article available at http://www. mb. com. ph/issues/2008/08/18/YTCP20080818132815. html

Executive Order No. 358 S. 2004 available at http://www. OPS. government. ph/records/eo_no356. htm

indigenous Core Curriculum by the Department of Education, Office of the alternative learning system (balsa) Background 2006 Lopez East District alternative education system for the original school News SY 2008 – 2009

Thanks are given to the following persons for interviews, observations and other data collected from which the researchers are very indebted to.

MRS. ANGELINA J. curves , Lopez East District ALS Coordinator

MRS. A. MARIVEL curves , instructional manager

MRS. WILMA S. Capistrano , instructional manager

THIS MINI case study, which the researchers considered to be labor of love, it is implicitly devoted AETA FIELD BRGY. VILA Espina, Lopez, Quezon. Maybe they can flourish and be nourished by the alternative education system LOPEZ East District.