Contributions and Partnership Strategies of External Stakeholders in the Implementation of the Alternative Learning System in Bontoc District: Insights from Teachers
Abstract
The involvement and partnership of stakeholders have been identified as crucial factors influencing program implementation. This study focuses on examining the contributions and partnership strategies of external stakeholders involved in the implementation of the Alternative Learning System (ALS) program in Bontoc District, Mountain Province. Using a qualitative research design through interview, observation and focus group discussion, the study identified and described the contributions and partnership strategies of external stakeholders in the ALS program implementation, based on insights provided by the five ALS teachers in the district. Through thematic approach, the results show that external stakeholders play a significant role in the implementation of ALS programs in Bontoc District. They contribute through financial assistance and provision of learning spaces by the Municipal and Barangay Local Government Units, monetary and non-monetary donations from alumni, learning materials from the Provincial Local Government Unit (LGU), free skills trainings and certifications from Technical Education and Skills Development Authority (TESDA), and psychosocial support from parents. These contributions are the result of effective partnership strategies employed by the stakeholders, including resource sharing, collaboration with professional colleagues, engagement with alumni, and partnering with TESDA. ALS teachers recognize the value of these engagements in enhancing program implementation. However, they also acknowledge the need to strengthen partnerships with these stakeholders to fully leverage their potential for strengthening the ALS program implementation. Establishing networks and linkages with external stakeholders such as Non-Governmental Organizations (NGOs) and Higher Education Institutions (HEIs) is identified as a means to significantly enhance the curricular and instructional efficiency and effectiveness of the ALS program.
https://doi.org/10.26803/ijlter.22.7.24
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