Collaborative Modality for Employment as an Exit Program for Adult Learners with Disability in Alternative Learning System

Abstract

The main purpose of this study is to identify the competencies, readiness and employability of ALwD, findings of which will led to the development of a collaborative modality that will enhance the readiness and employability of ALwD. This collaborative modality is a four phase process that will track down the capability and readiness of the ALwD towards employment. The study adopted the a qualitative thematic method. Thematic analysis will be employed in the current research to analyze the impression of transition teachers and industry on the potential of ALwD to employment, competencies expected from ALwD to meet employment opportunities. Data will be collected using interviews, which will be coded and transcribed in order to determine themes. These themes will help in gaining an in-depth insight of the readiness and competencies of ALwDs based from impression of their parents, teachers and industry owners. Through thematic analysis, the researchers hope to shed light on both shared and distinctive experiences among participants, ultimately making a meaningful contribution to enhance the exit programs and interventions of Alternative Learning System.

Findings implied that respondents believe that ALwD should develop competencies to meet employment opportunities in an industry. Fundamental skills like calculation, positive work attitudes, etc. are basic skills that are expected of every individual who would want to be employed, and expect by the industry. From the findings of the study, the following conclusions were drawn; (1.) ALwD have potentials when placed under vocational class of ALS. (2.) ALwD can be trained on transition that can enhance their community living skills and can be trained towards livelihood and vocational opportunities. (3.) Sheltered workshop is a good training ground for ALwD to develop skills that are essential for work. (4.) Training and preparation helps ALwD succeed in transition where skills, knowledge and attitude are developed to further assimilate them in the world of work. (5.) ALS teachers handling ALwds and industry practitioners share the same observation and sentiment on the employability of ALwD.

Based on the result of the study, the following recommendations are hereby advanced: (1.) ALS teachers should be trained on transition opportunities disability-specific in order to appropriately deliver skills transfer to intended ALwD. (2.) Alternative Learning System Centers should organize disability- based and specific vocational classes that train ALwD skills and competencies that are essential for work. (3.) Establish external linkage, particularly industry for ALwD exposure. (4.) Immersion and later employment. (5.) Foster collaboration and consultation with interagency, teachers, school administrators, family and community to train ALwD on their integration to community and society at large. (6.) It is recommended that ALS program tie up with industry and undergo periodic evaluation to meet the challenges of the times and the transition needs of ALwD. (7.) The study may be replicated by others research to further enrich the same field of discipline using different setting, group of respondents and variables. The proposed collaborative modality below be adopted by the City Schools Division of Muntinlupa to help design a responsive transition program for ALwD as an exit for employment