Alternative and Inclusive Learning in the Philippines

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作者：

World Bank

来源地址：

http://hdl.handle.net/10986/24713

关键词：

SKILLS;  SCHOOL SYSTEM;  TEACHING-LEARNING PROCESS;  MASS MEDIA;  FORMAL EDUCATION SYSTEM;  BASIC EDUCATION;  MALE STUDENTS;  FORMAL EDUCATION;  TEACHERS;  EDUCATION MANAGEMENT;  EDUCATION CYCLE;  ELEMENTARY EDUCATION;  COMMITMENT TO EDUCATION;  DROPOUT RATE;  ILLITERACY;  SCHOOLING;  SCHOOL DROPOUT;  ENROLLMENT STATISTICS;  NUMERACY;  LEVEL OF LITERACY;  SCHOOL AGE POPULATION;  LITERACY LEVELS;  LITERACY TEST;  HIGH SCHOOL;  LIFE SKILLS;  SCHOOL DROPOUTS;  BASIC LIFE SKILLS;  COHORT SURVIVAL;  FUNCTIONAL LITERACY;  LEARNING MATERIALS;  PUPIL TEACHER RATIO;  ADULTS;  FORMAL SCHOOLS;  HIGH SCHOOLS;  LITERACY;  KNOWLEDGE;  LEARNING ENVIRONMENT;  ILLITERATES;  EDUCATION FOR ALL;  COMPLETION RATES;  CRITICAL THINKING;  FUNCTIONALLY LITERATE;  EDUCATION STATISTICS;  EDUCATION OPPORTUNITIES;  EDUCATION FOR ALL INITIATIVE;  HIGH DROPOUT RATE;  TRAINING;  PUPIL-TEACHER RATIO;  PERFORMANCE INDICATORS;  EDUCATIONAL ATTAINMENT;  PRIVATE SCHOOLS;  STREET CHILDREN;  COMPULSORY PRIMARY EDUCATION;  ADULT LEARNING;  INCLUSIVE LEARNING;  EDUCATIONAL OPPORTUNITIES;  SECONDARY SCHOOL;  WRITING SKILLS;  LITERACY PROGRAM;  EDUCATION BUDGET;  HIGH SCHOOL DIPLOMA;  LEARNING OPPORTUNITIES;  LEARNING;  EDUCATION SYSTEM;  JOB TRAINING;  SCHOOL COMPLETION;  PRIMARY SCHOOL;  ENROLLMENT FIGURES;  EDUCATION ATTAINMENT;  TEACHING;  BASIC MATHEMATICS;  PASS RATE;  SCHOOL LEVEL;  RADIO;  LIBRARIES;  READING;  INDIVIDUAL LEARNER;  LEARNERS;  SCHOOL YEAR;  NON-FORMAL EDUCATION;  MOBILE TEACHERS;  LITERACY SKILLS;  ENROLLMENT RATES;  TEACHER EDUCATION;  BASIC EDUCATION SECTOR;  VALUES;  SCHOOLS;  SCHOOL CERTIFICATE;  SCHOOL DISTRICT;  EDUCATION INSTITUTIONS;  CURRICULA;  PUPIL-TEACHER RATIOS;  LEARNING OUTCOMES;  EDUCATION DIVISIONS;  ENROLLMENT RATE;  TEACHER RATIOS;  SCHOOL REFORM;  INDIGENOUS PEOPLE;  SCHOOL GRADUATES;  ACTIVE LEARNING;  GENDER RATIO;  INDIVIDUAL LEARNING;  LEVEL OF ACHIEVEMENT;  NATIONAL EDUCATION;  CLASS SIZE;  HIGH DROPOUT;  SCHOOL CURRICULA;  SCHOOL CHILDREN;  REPORT CARDS;  GENDER DISPARITIES;  INFORMAL EDUCATION;  COHORT ANALYSIS;  ELEMENTARY SCHOOL;  EDUCATION GOALS;  ADOLESCENTS;  EDUCATION DIVISION;  LEARNING OBJECTIVES;  CURRICULUM;  TEACHER;  TEST ADMINISTRATION;  TEACHING-LEARNING;  BASIC LEARNING;  SCHOOL CLASSROOMS;  FEMALE STUDENTS;  TEACHER RATIO;  BASIC LITERACY;  COGNITIVE SKILLS;  ACCESS TO SECONDARY EDUCATION;  LEVEL OF EDUCATION;  EDUCATION;  FORMAL SCHOOL SYSTEM;  BASIC SKILLS;  WRITTEN LANGUAGE;  PUBLIC SCHOOLS;  PUBLIC SCHOOL;  BASIC EDUCATION CYCLE;  SCHOOL EDUCATION;  NET ENROLLMENT;  HIGH SCHOOL LEVEL;  NUMBER OF STUDENTS;  SCHOOL AGE CHILDREN;  PRIMARY EDUCATION;  NET ENROLLMENT RATE;  FEMALE POPULATION;  FORMAL SCHOOLING;  GENDER DISTRIBUTION;  CLASSROOMS;  SCHOOL;  SECONDARY EDUCATION;  ADULT LITERACY;  HIGHER GRADES;  TEACHER EDUCATION INSTITUTIONS;  HIGHER LEVEL OF EDUCATION;  SCHOOL AGE;  PRIVATE SCHOOL;  Report; 

年份：

2016

出版地：

Washington,USA

语种：

English

摘要：

The Philippines has made remarkable progress in improving the quality of basic education in recent decades. Even so, despite significant improvements in primary and secondary education, the number of students who drop out of school remains worryingly high. More than five million youths have failed to complete a basic education. Alternative Learning System (ALS) is a second-chance, informal education program operated by the Department of Education (DepEd) for out-of-school youths and adults. This report aims to assess the current implementation of ALS using a variety of sources , including recent surveys, and analyzes (a) the target populations, (b) current beneficiaries, (c) delivery modes (with a focus on learning facilitators’ contracting schemes), and (d) labor market returns to ALS. Key messages are as follows: (i) Only a small proportion of the target populations are enrolled in the ALS program, (ii) the first target groups for ALS are students who drop out of high school for financial reasons, (iii) performance-based payment is expected to improve performance, (iv) the current arrangement for monitoring activities within the ALS program can be improved, (v) labor market returns to ALS are significant only when learners successfully pass the secondary A&E exam, and (vi) small class size (fewer than 40 learners per facilitator) is more efficient. The report concludes that a holistic approach is required for a socially efficient solution for students who do not complete school and those who are at high risk. An expansion of ALS may distort incentives among students currently in school, and coordinated efforts with other programs such as the Alternative Delivery Mode are becoming increasingly important. Earlier intervention guarantees greater returns.