HOLISTIC EDUCATION: AN INNOVATIVE PEDAGOGY IN THE ALTERNATIVE LEARNING SYSTEM TOWARDS QUALITY NON-FORMAL EDUCATION

Transformational learning is the application of holistic education to a curriculum to facilitate learners’ intellectual, emotional, social, physical, artistic, creative, and spiritual development. Such learning is embedded in DepEd's Alternative Learning System (ALS). This study obtained data on the learning practices, views, and perspectives of learners, mobile teachers, and district coordinators under the current ALS pedagogies and practices.  This study used the mixed method of research – a combination of qualitative and quantitative research designs. Data revealed that the ALS learners exceeded expectations in their self-directed learning practices across all domains, indicating that they value their education. Among the characteristics of the learners, only gender caused variations in the learners’ learning practices; age and civil status did not have any significant bearing on the learners’ learning practices. The ALS program has advocated the diversity of learners with different needs. Also, the program has adopted a holistic approach, but such approach has not been explicitly emphasized in the present practice. Relevant and quality of education, sound educational management, and modernized governance play a role in holistic education.