Approaches in mitigating problem on high dropout rate in ALS
ONE of the greatest struggle of the Alternative Learning System Implementers is on how to address the high dropout rate or low completion rate among the learners. To attain a zero dropout rate in ALS would be like hitting the moon for it would be tough to attain such. It has been an observation that upon enrollment, many out-ofschool youth and adults would flock to the community learning centers but after some time, their number would gradually decrease. Most of the alternative learning system learners drop due to problems and unavoidable circumstances that disturb them which eventually forces them to stop.
It has always been a challenge to recognize effective approaches that would alleviate the problem. By being perceptive and vigilant, we can find the best schemes that would work in our own field. Here are some approaches that can be considered in keeping the out-of-school youth and adults in our system. 1. Appreciate, motivate and inspire 2. Consider the principles of adult learning 3. Engage them in extra-curricular activities
Most of the ALS learners have low motivation or self-esteem. We need to recognize that this could be attributed to the neglects and rejections they received from their family, teachers, peers and society. It is important to remind them of their self-worth, persistently encourage, motivate and appreciate them even on their simplest efforts. Conducting values education classes, personal leadership development seminars, capability building activities and counseling sessions through the help of religious workers could also be an effective strategy.
As educators, we do not teach… instead, we facilitate, and since our learners are adults, the more that we need to do it for they learn in a self-directed manner. We should always consider Knowles’ Principles of Andragogy which stress that: adults need to be involved in the planning and evaluation of their instruction; that experience (including mistakes) provides the basis for the learning activities; and that adults are most interested in learning subjects that have immediate relevance and impact to their job or personal life. Through applying these principles in our lessons, we can instill in them the love for learning.
Through the help of LGUs and NGOs, we could also provide them with skills trainings, livelihood programs and recreational activities which would not only enhance their skills, talents and potentials, but could also help them and their families augment their income. Using these strategies in our literacy classes, holistic learning may be achieved and the more that they would be motivated to attend their learning sessions.
Constant communication and coordination with the learners most especially with their parents with regards to their learning progress would also be a vital aspect in winning the hearts of the Least, the Last and the Lost. As their second parent, we too, need to be sensitive to our learners’ needs and feelings. Once you earned their trust and give them your love and compassion, it would be easier for them to realize their self-worth and purpose as ALS learners.
By Sonny L. Semino