Governance and Management of Alternative Learning System 2.0: A Strategic Approach To Program Quality and Learner-Centered Teaching
Document Type
Paper presentation
School Name
Polytechnic University of the Philippines
School Code
N/A
Abstract / Executive Summary
The Alternative Learning System (ALS) 2.0 in the Philippines offers flexible and learner- centered education, yet limited research has explored its governance and management in relation to program quality and instructional effectiveness. This study examined ALS 2.0 governance and management in the Division of Bulacan, focusing on strategic goal implementation, program quality, learner-centered teaching, and teacher. Specifically, it aimed to (1) determine the alignment between strategic objectives and program delivery, (2) assess the quality of instructional and support systems, and (3) identify strategies to enhance learner engagement and outcomes. A descriptive-correlational design was employed, with data collected from 129 ALS teachers and 656 learners through structured surveys and institutional records. Descriptive statistics and correlation analyses examined relationships among program quality, learner-centered teaching, and strategic goal achievement. Findings indicated that teachers were predominantly female, mid- career, and academically prepared, whereas older, more experienced educators were underrepresented, highlighting the need for mentorship initiatives. Learners were mostly young adult females from low- income households, balancing work and education, with enrollment concentrated in Technical-Vocational and Humanities tracks. Teachers rated strategic goal achievement, program quality, and learner-centered teaching higher than learners, revealing perception gaps. Program quality and learner-centered practices were strongly associated with strategic goal achievement. Recommended interventions include peer-to-peer innovation labs, targeted recruitment, professional development, mentorship programs, adaptive learning pathways, structured learner feedback, and Continuous Quality Improvement dashboards to strengthen teacher capacity, enhance learner engagement, and support evidence-based program improvement. These strategies inform policy and practice aligned with DepEd 2.0 strategic objectives.
Keywords:
alternative learning system; governance; learner-centered teaching; program quality; continuous quality improvement
Governance and Management of Alternative Learning System 2.0: A Strategic Approach To Program Quality and Learner-Centered Teaching
The Alternative Learning System (ALS) 2.0 in the Philippines offers flexible and learner- centered education, yet limited research has explored its governance and management in relation to program quality and instructional effectiveness. This study examined ALS 2.0 governance and management in the Division of Bulacan, focusing on strategic goal implementation, program quality, learner-centered teaching, and teacher. Specifically, it aimed to (1) determine the alignment between strategic objectives and program delivery, (2) assess the quality of instructional and support systems, and (3) identify strategies to enhance learner engagement and outcomes. A descriptive-correlational design was employed, with data collected from 129 ALS teachers and 656 learners through structured surveys and institutional records. Descriptive statistics and correlation analyses examined relationships among program quality, learner-centered teaching, and strategic goal achievement. Findings indicated that teachers were predominantly female, mid- career, and academically prepared, whereas older, more experienced educators were underrepresented, highlighting the need for mentorship initiatives. Learners were mostly young adult females from low- income households, balancing work and education, with enrollment concentrated in Technical-Vocational and Humanities tracks. Teachers rated strategic goal achievement, program quality, and learner-centered teaching higher than learners, revealing perception gaps. Program quality and learner-centered practices were strongly associated with strategic goal achievement. Recommended interventions include peer-to-peer innovation labs, targeted recruitment, professional development, mentorship programs, adaptive learning pathways, structured learner feedback, and Continuous Quality Improvement dashboards to strengthen teacher capacity, enhance learner engagement, and support evidence-based program improvement. These strategies inform policy and practice aligned with DepEd 2.0 strategic objectives.
