CAPACITY BUILDING AND

PROFESSIONAL DEVELOPMENT

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Capacity Building and Professional Development

A LS-EST is a new program. It is crucial that implementers and stakeholders

tasked to operationalize the Program undergo intensive and comprehensive
training to develop their administrative, coordination, supervisory, and, most
importantly, instructional skills and competencies.

Professional Development Framework

As stated in D.O. 42, s. 2017, The Philippine Professional Standards for Teachers
(PPST):

“…makes explicit what teachers should know, be able to do and value to

achieve competence, improved student learning outcomes, and eventually
quality education. It is founded on teaching philosophies of learner-
centeredness, lifelong learning, and inclusivity/inclusiveness, among
others.”

PPST serves as a framework for all learning and development programs for
teachers, ensuring they are properly equipped to effectively implement the
K to 12 Program.

As such, PPST will also be the basis for the capacity building and professional
development of ALS-EST Learning Facilitators, although it will be properly adapted
to capture the program’s specific context. Such contextualization or adaptation is
essential because ALS-EST caters to many adult learners, who are better motivated if
learning satisfies their direct needs and interests (UNESCO 2012).

All DepEd teachers undergo the Teacher Induction Program, and the
PPST Orientation. ALS teachers also undergo the ALS basic (five-day Basic
Instructional Managers Training session) and enhancement trainings both
at the national and local levels.

In addition to these, ALS-EST Learning Facilitators and other ALS-EST

implementers will also be given specific capacity building trainings.

The recommended capacity building program is based on the critical competencies

of an ALS-EST Learning Facilitator and existing professional development modes
for teachers like Learning Action Cell (LAC) (see D.O. 35, s. 2016). The capacity
building program also takes into account that “professional learning will be most
effective when it is relevant, collaborative, and when it supports teachers to reflect
on, question and consciously improve their practice” (AITSL, 2012).

118 ALS-EST Handbook for Implementers

Figure 11-1. Capacity Building Program for ALS-EST Learning Facilitators Capacity Building and Professional Development

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Capacity Building and Professional Development

Critical Competencies of ALS-EST Learning Facilitators

Learning Facilitators are required to have critical competencies based on the key
elements of the ALS-EST Learning Delivery discussed in Chapter 6. Table 11-1
provides a summary.

Table 11-1. Critical Competencies of an ALS-EST Learning Facilitator/Tech-Voc Teacher

ALS-EST Learning
Philosophy Element Critical Competencies of an ALS-EST Learning Facilitator
Use of adult learning and • Relates life experiences to lessons
constructivism principles • Conducts group discussions, simulations and role-playing, and
other sessions that are deliberately built into a lecture or larger
group exercise in order to stimulate discussion and provide
feedback to Learners (UNESCO Regional Guide and http:// www2.
rgu.ac.uk/celt/pgcerttlt/selecting/select18.htm)
Education that is centered • Supports Learners in their management of learning (from outlining
on PBL, including and personalizing the project to creating Learner contracts, as well
portfolio development as portfolio development and presentation)
and assessment • Develops portfolio rubrics with Learners
• Uses portfolio development in formative assessment
• Incorporates portfolio assessment in summative assessment
Skills training that is • Assesses the job demand of local industries vis-à-vis teacher
matched to local skills capacity and school equipment
and the environment/ • Collaborates with industries/businesses not just in terms of job
industry/community demand but also in terms of immersion/exposure to industry
and provides many • Establishes learning environments that are responsive to
opportunities for community contexts
immersion/ practicum
Skills training that has a • Analyzes jobs to achieve occupational specifications and identifies
competency-based and standardizes competencies by answering the question: What
framework does the Learner need to learn to be effective in employment?
for learning • Models competencies, coaches Learners as they perform
competencies (De Bruijn, 2012)
• Uses competency-based assessment and certification

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 Capacity Building and Professional Development

Table 11-1 continuation

ALS-EST Learning
Philosophy Element Critical Competencies of an ALS-EST Learning Facilitator
Seamless integration • Develops curricula that integrates ‘education’ (subject areas and
of education, technical the six strands) with skills training, work readiness, and learning-
skills, the six strands, to-learn skills
work readiness skills, • Ensures that lessons are holistic, practical, current, and, as much
and learning-to-learn as possible problem-centered (not subject-centered)
skills • Emphasizes creativity, innovation, and entrepreneurship in class
discussions
• Coordinates closely and collaborates on planning of learning
sessions with other teacher/s and is able to do some team
teaching
• Equips Learners with critical thinking, skills, and values to be able
to live and work effectively in the digital world
• Technically, use of ICT is part of the six strands, but it needs to be
emphasized more (Tindowen, Bassig, & Cagurangan, 2010).
Close coordination • Conducts Community Needs Assessment
and collaboration with • Advocates for ALS-EST
community members and • Networks, builds partnerships, and continues to scope for
other stakeholders possible partners
• Coordinates the different ALS-EST activities with the concerned
ALS-EST stakeholders (for example, parents, LGUs, as well as
industry partners and TESDA)
Clear and consistent post- • Provides career counseling to Learners that take into consideration
program support background, interests, learning experiences, as well as contextual
factors (support and barriers)
• Acts as consultant to parents, OSY and adults, and other members
of the community
• Coordinates with ALS-EST stakeholders (government agencies,
LGUs, private employers and industry partners) for post-program
support activities such as job fairs, employment referrals, access
to scholarships, access to seed capital, continuing professional
education (for example, TVET)

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Capacity Building and Professional Development

Components of the Capacity Building Program

Central Office-led Capacity Building

The centrally-led capacity building program has four key components:

• ALS-EST Orientation

• ‘Education’ and ‘Skills Training’ Integration Training

• PBL Training

• Assessment Training

The ALS-EST Project Management Team (ALS-EST PMT) will design the four parts
of the capacity building program. The ALS-EST PMT, ALS-EST partners and ALS
focal persons from the Regional and Division Offices implement these trainings.
(DepEd Memo 144, s. 2018)

Box 11-1. Learning Action Cells and ALS-EST

The school-based LAC sessions will be co-led by the school principal and the Academic
Department Head and/or TVL Department Head, while the division-based ones will be led and
managed by the Division’s ALS focal personnel. It is ideal for the principal and the Academic/
TVL Department Head to include the Learning Facilitators in the school’s LAC orientation. The
following link provides materials for the principal for him/her to conduct the orientation:
• LAC Guide for Leaders
https://drive.google.com/drive folders/0B8q6NR7hgAt5M0RGZzlqVTRHems
• LAC Orientation
https://drive.google.com/drive/folders/0B8q6NR7hgAt5RjN6UlpnYlhoTm8
After the orientation, the ALS-EST LAC can be formed (it can be a LAC composed of a cluster
of schools if that is more convenient, provided that all members have had the orientation). The
LAC may use these materials for the first few sessions:
• https://drive.google.com/drive/folders/0B8q6NR7hgAt5S2hfWUVvUmtWOHc

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 Capacity Building and Professional Development

The LAC can then focus on joint lesson planning or coordination of ALS-EST lessons. If it is
possible, the members can try team teaching.
M&E tools are also part of the LAC Starter Kit:
• https://drive.google.com/drive/folders/0B8q6NR7hgAt5NkVoaXhoZmIybzg and both
individual and group monitoring tools are available.
The individual learning journal or LAC Photo Journal is there not just to help with the M&E of
LACs. While incorporating individual introspection in their daily ALS-EST teaching practice
experiences (what is working well, what didn’t work as well as expected, lessons learned,
challenges faced) helps teachers focus the LAC discussions, its more crucial use is to facilitate
processing and integration of new knowledge and to help practitioners when confronted with
unfamiliar situations (Marzano, et al., 2012).

Local (Regional/Division/School-based) Capacity Building

In addition to the centrally-led capacity building program and in response to the

particular needs of Learning Facilitators, other localized capacity building sessions
can be conducted by the schools or division offices.

• Division-led support sessions can include topics on networking and stake-

holder engagement to supplement the ALS trainings. Since a key element
of ALS-EST is coordinating and collaborating with industry and TESDA, it is
important that Learning Facilitators, schools, and divisions are guided on how
to partner with them.

• The Regional Offices and ALS-EST PMT can also collaborate and launch
Region-wide ALS-EST Network Forum sessions. The mechanics and office-
in-charge of the optional exchange/immersion program will be determined
during the region-wide ALS-EST network forum.

• Partner schools are free to initiate site visits to offices, factories, and related
venues and nearby ALS-EST schools to benchmark their ‘Skills Training.’

• Learning Facilitators are encouraged to create their own Learning Portfolios

as they experience these different capacity building activities and go through
their daily professional practice. Learning Portfolios are opportunities for self-
reflection that help integrate new knowledge with current practice. Keeping
a learning portfolio builds their familiarity and experience in portfolio
management, and facilitate their task of guiding Learners in using portfolios
for ALS-EST.

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Capacity Building and Professional Development

ALS-EST Orientation and Capacity Building

for Other Personnel and Stakeholders

The following stakeholders, individuals and personnel are also included in the
capacity building program:

• Principals and Academic or TVL Department Heads of the ALS-EST schools

who serve as instructional supervisors of school-based ALS-EST Learning
Facilitators (see Chapter 6, Learning Delivery)

• Regional and Division ALS Focal Persons, including Education Program

Specialist II for ALS (EPSAs)

• Regional Directors (RD) and Schools Division Superintendent

• Key Finance Personnel [from schools to Central Office (CO)]

• Personnel of ALS-EST partners (from Learning Facilitators to Program

Managers)

• LGU Officials, such as Governors, Mayors, and Barangay Officials

The above will be given the same ALS-EST Orientation given to the Learning
Facilitators. Some will receive capacity building sessions after the ALS-EST
Orientation (see Table 11-2). These sessions are in addition to the other
capacity building sessions they already receive, for example, the School Heads’
Development Program (SHDP), or Enhanced Trainings for Supervisors and other
ALS training.

ALS-EST partners may either be resource persons and participants, depending

on their strengths and training needs. Individuals from ALS-EST partner
organizations may attend capacity building that is suited to their training needs.
They will be informed of training given by the Cenral Office, as well as those led
by the Division or Regional Offices.

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 Capacity Building and Professional Development

Table 11- 2. ALS-EST Capacity Building for Other Personnel and Stakeholders

Personnel/ Capacity Building

Stakeholders Competencies Needed Suggested Trainer/s
Principal and • Model professional Integration of ALS ALS-EST PMT,
Academic Department learning, develop and EST, as well as ALSEST partners,
Head and/ or TVL the professional work readiness skills, Regional and Division
Department Head capacity of teachers PBL, and assessment focal persons
on ALS-EST, and trainings (they will Schools will have to
foster a professional attend as observers) arrange for industry
learning community Industry immersion leaders to be the
on ALS-EST (including interviews resource persons
• Help facilitators of industry leaders)
assess market
demand of the
industries in
its community
or in nearby
communities,
teacher capacity,
and school
equipment to come
up with suggested
skill offerings
Principal and Support • Manage school ALS-EST procurement, OSEC and ALS-EST
Staff [Finance operations and administration, and PMT, Divisions
Personnel of either the resources for the financial management
school (if school is an) implementation of training
Implementing Unit (IU) ALS-EST
or Division (if it’s not • Manage ALS-EST
an IU)] financially (including
budget preparation,
accounting, and
reimbursements)
Project Head (SDS) • Provide technical EST integration, PBL, ALS-EST PMT,
and other members assistance to and assessment ALSEST partners,
[such as the ALS ALS-EST Learning trainings (they will Regional and Division
Dvision Focal Person/ Facilitators and attend as observers) focal persons
EPSA or Public lead division-based Regional training on ALS-EST partners,
Schools District LAC sessions contextualization and Regional Office and
Supervisor (PSDS)] • Help ALS-EST other local trainings on other resource person
teachers look for contextualization ALS-EST PMT,
and contextualize Meetings and program ALS-EST partners,
learning resources design sessions with Regional Director and
• Design and (co-) the Regional Director, other resource persons
implement capacity Schools Division
building sessions Superintendent, ALS-
for ALS-EST EST PMT, ALS-EST
Learning Facilitators partners, and other
• Research, M&E resource persons

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Capacity Building and Professional Development

Documentation, Monitoring, and Institutionalization

Documentation and Institutionalization
Orientations and capacity building support need to be documented by
implementers.
Documentation includes, but is not limited to:
• Planned and actual training design
• Highlights of the training sessions
• Issues and concerns
• Recommendations for future trainings on the same topic
The ALS-EST PMT convenes at the end of the year and reviews all the docu-
mentation to produce a brief report that outlines ways forward.
A manual for ALS-EST trainers will be developed as part of the documentation
and institutionalization. The manual will compile recommended training design of
each component of the training program, the process for contextualizing trainings
and developing local trainings, and other capacity building considerations.
Monitoring
The Division ALS-EST Team and members of the ALS-EST PMT will establish a
monitoring system for the capacity building programs.
Monitoring aims to determine the following:
• Effectiveness of the capacity building intervention
• Areas for improvement
• Competencies that require follow-up capacity building activities

The capacity building and professional development program for ALS-

EST shall be aligned to the ongoing National Educators Academy of
the Philippines (NEAP) Transformation initiative. Under this initiative,
NEAP shall be responsible for the design, development, and delivery of
professional development for teachers and school leaders. The ALS-EST
PMT shall work with NEAP for the effective integration of the ALS-EST
capacity building program into the overall program of NEAP.

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References
• DE BRUIJN, ELLY. “Teaching in innovative vocational education in the
Netherlands.” Teachers and Teaching: Theory and Practice. Taylor & Francis,
November 2012. Retrieved March 2019. Available at dx.doi.org/10.1080/13540
602.2012.746499

• MARZANO, ROBERT JOHN; BOOGREN, T.; HEFLEBOWER, T.; KANOLD-

MCINTYRE, J.; & PICKERING, D.Becoming a Reflective Teacher. Marzano
Research Laboratory, February 2012.

• THE AUSTRALIAN INSTITUTE FOR TEACHING AND SCHOOL

LEADERSHIP. Australian Charter for the Professional Learning of Teachers
and School Leaders: A Shared Responsibility and Commitment. August 2012.
Retrieved March 2019. Available at www.aitsl.edu.au/docs/default-source/
default-document-library/australian_charter_for_the_professional_learning_
of_teachers_and_school_leaders.pdf?sfvrsn=53c3ec3c_0

• TINDOWEN, DJ.; BASSIG, J. & CAGURANGAN, J. Twenty-First-Century

Skills of Alternative Learning System Learners. SAGE Open, July to September
2017. Retrieved March 2019.Available at doi.org/10.1177/2158244017726116

• UNITED NATIONS EDUCATIONAL, SCIENTIFIC AND CULTURAL

ORGANIZATION. Asia-Pacific Regional Guide to Equivalency Programs.
2012. Retrieved March 19. Available at unesdoc.unesco.org/ark:/48223/
pf0000216086.locale=en

• UNITED NATIONS EDUCATIONAL, SCIENTIFIC AND CULTURAL

ORGANIZATION OFFICE BANGKOK AND REGIONAL BUREAU FOR
EDUCATION IN ASIA AND THE PACIFIC. Achieving EFA through
equivalency programmes in Asia-Pacific: a regional overview with
highlights from India, Indonesia, Thailand and the Philippines. UNESCO,
2010. Retrieved March 19. Available at unesdoc.unesco.org/ark:/48223/
pf0000214109

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Capacity Building and Professional Development

DEPARTMENT OF EDUCATION

• Alternative Learning System Manual of Operations. Forthcoming.

• D.O. 35, s. 2016. The Learning Action Cell as a K to 12 Basic Education

Program School–based Continuing Professional Development Strategy for the
Improvement of Teaching and Learning. 7 June 2016.

• D.O. 42, s. 2017. National Adoption and Implementation of the Philippine

Professional Standards for Teachers. 11 August 2017.

• Memorandum 144, s. 2018. Creation of the Alternative Learning System-

Education and Skills Training Project Management Team. 12 September 2018.

128 ALS-EST Handbook for Implementers