Experiences of Non-Formal Graduates in Teacher Education Program: Basis for Program Framework

Abstract

This qualitative study investigated the experiences of non-formal graduates enrolled in the teacher education program in one of the universities in the Philippines. To understand how can they thrive in the teacher education program in a university, this study generally aimed to determine their experiences in teacher education program. Specifically, it investigated their academic and academic needs as students. Also, it determined what program framework may be proposed as a result of the study. Consequently, providing them and the next batches of learners to enter in the teacher education program the necessary and appropriate teaching and learning practices.

Non-formal graduates are the product of the Alternative Learning System (ALS). It is a non-formal education that caters to out-of-school children, youth, and adults (OSCYAs) who desire to complete basic education. ALS is a program of the Department of Education (DepEd) that is supported in the 1987 Philippine Constitution. Moreover, Article XIV, Section 2(1) on Philippine mandate for inclusive education is establishing a complete, adequate, and integrated system of education relevant to the needs of the people and society, Llego, (2023). Furthermore, an inclusive education encompasses all students and supports them to learn, regardless of who they are and their abilities or requirements, UNICEF, (2017)

The success of every learning journey is indispensable to needs that are met. In the context of this study, academic and non-academic needs of non-formal graduates enrolled in a teacher education program were considered crucial in facilitating smooth transition from ALS education to tertiary education. Results show that these non-formal graduates in an education program are seeking out an academic need on tutorial in Chemistry, Physical Science, Analytical Geometry, English and Math. Also, there is a need to cover academic need on optional class offering which is a flexible schedule that does not compromise family/personal concern and financial earning/support. Moreover, there is a need to encompass an academic need on language problem which is vocabulary literacy and English language enrichment. It further revealed that these non-formal graduates be extended an academic need on adequate educational preparation in ALS which is a challenging pedagogy and courses. Another important academic need on curriculum is ALS curriculum enhancement. Furthermore, their academic needs on interacting with professor and classmates are peer interactive learning and open communication, respectively. Lastly, non-academic need on contact person at the institution in addition to the instructor is the existence support group.