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Rufo Labarrete

Abstract

This study assessed the Alternative Learning System-Accreditation and Equivalency (ALS-A&E) Writing curriculum for secondary clientele with the end goal of developing an enhanced session guide. It was focused on how it is taught, the clientele’s ability to write an academic composition and the implementers’ and clientele’s concerns in its implementation. Two program implementers and 48 clientele were purposively chosen as respondents. Data were obtained from the compositions written by the respondents which were expressed in Waray and English languages, questionnaire, and Focus Group Discussion (FGD). Subsequently, data gathered were analyzed accordingly following the six-step techniques for a case study outlined by Yin (2014). Results revealed that the curriculum is conventionally facilitated. Also, the clientele can easily write a composition in Waray but find it challenging using the English language. Learning associated factors aggravated by insufficient logistics support and cognitive demands are among those echoed by the respondents’ as their core concerns pertinent to the curriculum implementation. Accounting things holistically, there is a need to re-engineer the existing instructional delivery practices for this curriculum.

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