Role of ALS Implementers in the Learners' Preparedness for Formal Education

Alternative Learning System (ALS) provides a second chance for out-of-school youth and adults to continue their education and prepare them for formal education. This study sought to ascertain the extent of the role of ALS implementers to learners’ preparedness for formal education in terms of cognitive, interpersonal, and technology roles. It also aimed to evaluate the level of the ALS learners’ preparedness for formal education and to find the significant relationship between the extent of the role of ALS Implementers to learners’ preparedness for formal education. A descriptive correlational research design was utilized using a researcher-made questionnaire which passed the validity and reliability tests. This study was conducted to 105 ALS learners selected through purposive sampling. Mean, Standard Deviation, and Pearson Product Moment Correlation Coefficient were the statistical tools used in this study. Results revealed that the Community ALS implementers’ (CAIs) roles for their learners in terms of Cognitive, Interpersonal and technology are highly implemented. ALS learners come out well prepared for formal education. There is a moderate positive correlation between the CAIs’ role to their learners’ preparedness for formal education. CAIs are able to bridge the gap between alternative and formal education. Thus, CAIs may continue to assist their learners in developing cognitive, interpersonal and technology necessary for transitioning to formal education.