Bridging Literacy Gaps in Alternative Learning Systems: Reading Proficiency and Teacher Development in Philippine Education

This research evaluates the efficacy of the Philippine Informal Reading Inventory (Phil-IRI) and remedial courses in enhancing reading competency among Alternative Learning System (ALS) learners, while also analyzing teacher abilities and professional development requirements.  A mixed-methods approach was used to gather data from 767 ALS learners and 53 instructors via evaluations, questionnaires, and focus group discussions.  Results indicated substantial improvements in reading skill, with frustration-level readers declining by 16.5% and non-readers by 85.7%.  Teacher competence evaluations indicated that differentiated teaching was the most proficient area (4.1/5.0), but assessment procedures need the most improvement (3.6/5.0).  Challenges included student engagement (78%), diversity management (72%), and resource limitations (64%).  The report advocates for the implementation of tiered professional development systems, the establishment of technology resource centers, the production of ALS-specific materials, the creation of learning communities, and the evaluation of teacher training programs.  These strategies may improve literacy results and bolster teacher competencies within the Philippine ALS framework.