Qualitative Insights on the Implementation of the Alternative Learning System in the Philippines

This qualitative research explored the implementation of the Alternative Learning System in the Philippines as described by a group of doctoral students through reflective and thematic analyses. Some of the key issues on which the research has focused are (a) defining andragogy and its pillars, (b) the policy environment, (c) ALS Basic Education Curriculum, (d) learning modalities, (e) Community Learning Centers, (f) assessments and certification, and (g) post program pathways. Results found that although there are certain aspects of ALS conveyed that are much appreciated because of the flexibility and inclusivity it offers, substantial challenges lie in the slow policy implementation, proper resources, and equal opportunity towards technology access. This report discusses the current state of ALS and presents practical insights into how the service may be further improved to meet the educational needs of out-of-school youth and adults in the Philippines.

Introduction

The Alternative Learning System is a very important feature in the Philippine educational setup. It is specially designed to offer educational opportunities to out-of-school youth and adults who, for some reason, have not been able to join formal education (DepEd, 2021). This is mandated under Republic Act No. 11510, where ALS shall specifically provide flexible but responsive, learner-centered education, which shall address the varying needs of said learners. Given that education reform is an evolutionary process, capturing insight into the effectiveness and impact of ALS is best taken from those who experience the system (Baccal & Ormilla, 2021).

This study explored the perceptions of doctoral students about ALS using a qualitative approach, buoyed by reflective analysis, to provide more profound insights into the system in operation and its outcomes. Throughout the class, students tackled a set of critical issues about ALS as a system, the nature of education provided, the push/pull factors on learners, and definitions and pillars of andragogy. Students analyzed the policy environment within which ALS exists, the curriculum for basic education, and the range of learning modes utilized in the system. Further, the role of community learning centers in ALS, learning assessments, certification, and post-program pathways was addressed for a wider understanding of how ALS works and would possibly affect learners.

This study sought to find from these perspectives how doctoral students perceive the strengths and challenges of ALS and how such insights can help in refining and making the system better. As far as ALS’s framework is concerned, doctoral students are in a better place, having acquired an advanced level of academic training and exposure to diverse educational paradigms. Their reflective insights afford a valuable window into the actual practice that transcends ALS principles onto the learning experiences of out-of-school youth and adults (Abad & Galleto, 2020).

Method

Research Design

A qualitative research design was applied in the study to understand how the doctoral students understand and perceive the implementation of the Alternative Learning System in DepEd. Reflective analyses were used to gain insights into students’ learning experiences and perceptions of ALS.

Participants and Data Collection

The participants were nine doctoral students enrolled in the Advanced Alternative Learning System course in the first semester of the School Year 2024–2025.

Data was collected through structured reflection prompts and administered to the respondents through the course at different instances. These were meant to yield detailed responses pertaining to their learning experiences with ALS in terms of its implementation, effectiveness, and implications for out-of-school youth and adults. Digital journals collected the reflections.

Data Analysis

Thematic analysis was performed on the data collected to identify and interpret patterns or themes that reoccurred in the reflections of the participants. Analyses were done phase by phase, starting with initial coding, which involves categorizing meaningful units of data into codes, followed by organizing these codes into broader themes that best represent the perceptions and insights of the doctoral students about ALS.

Results

Table I presents the reflections expressed by the doctoral students in the course about the Advanced Alternative Learning Systems on the definition and pillars of andragogy in terms of five major categories of discourse: Awareness, emotional engagement, analysis and significance, application, and inquiry and exploration.

Table I. Qualitative Insights on the Definition and Pillars of Andragogy

Category	Consolidated reflections
Awareness	Participants recognized andragogy as a learner-centered approach tailored to adult learners, emphasizing self-direction, experience-based learning, and problem-solving.
Emotional engagement	Expressed empathy for adult learners’ challenges, particularly in accessing education, and admiration for their resilience and determination to learn.
Analysis and significance	Highlighted andragogy’s role in fostering lifelong learning and offering second-chance education. It was seen as key to creating inclusive, adaptive learning environments.
Application	Suggested integrating andragogical principles into formal and non-formal education, particularly in professional development, teacher training, and alternative learning systems.
Inquiry and exploration	Explored the potential of andragogy in technology integration, digital literacy, and global models of adult education to enhance learning outcomes in diverse contexts.

Table II provides an overview of reflections on the policy environment surrounding the ALS program.

Table II. Qualitative Insights on the Policy Environment for ALS

Category	Consolidated reflections
Awareness	Participants recognized the role of RA 11510 in formalizing the Alternative Learning System (ALS) and ensuring educational access for out-of-school youth and adults.
Emotional engagement	Expressed frustration with the slow pace of policy implementation and concern about the lack of sufficient funding and resources to fully support ALS programs.
Analysis and significance	Emphasized the importance of ALS policies in addressing educational inequality, promoting inclusivity, and providing second-chance opportunities for marginalized learners.
Application	Suggested strengthening ALS policies through better teacher training, resource allocation, and integration with community-based initiatives to improve program reach.
Inquiry and exploration	Questioned how current policies could be adapted to ensure sustainability, better technology integration, and expansion to underserved areas while maintaining quality.

Table III outlines reflections on the ALS Basic Education Curriculum, capturing participants’ views on its effectiveness and adaptability.

Table III. Qualitative Insights on the ALS Basic Education Curriculum

Category	Consolidated reflections
Awareness	Participants acknowledged that the ALS Basic Education Curriculum is aligned with the K-12 curriculum, designed to meet the specific needs of out-of-school youth and adults.
Emotional engagement	Expressed appreciation for the curriculum’s flexibility but concern over its ability to fully address the diverse learning needs of adult and marginalized learners.
Analysis and significance	Noted that the curriculum provides an alternative pathway to formal education, empowering learners to achieve basic education qualifications and improving their life prospects.
Application	Suggested adapting the curriculum further to local contexts and incorporating more practical, life-skills-based content to make learning more relevant to adult learners’ needs.
Inquiry and exploration	Explored questions on how the curriculum could better integrate digital literacy, vocational skills, and lifelong learning components to prepare learners for future challenges.

Table IV details reflections on the learning modalities employed within the ALS program, highlighting participants’ perceptions of various learning approaches, including face-to-face, blended, and distance learning.

Table IV. Qualitative Insights on the Learning Modalities in ALS

Category	Consolidated reflections
Awareness	Participants recognized the flexible learning modalities in ALS, including face-to-face, blended, and distance learning, which cater to diverse learner needs and contexts.
Emotional engagement	Expressed appreciation for the flexibility of these modalities but concern over limited access to technology, particularly for learners in remote areas.
Analysis and significance	Highlighted that the flexibility of ALS modalities enables learners to balance education with work and family responsibilities, making education more accessible to adults.
Application	Suggested enhancing the blended and distance learning approaches by incorporating more digital tools, community-based learning, and access to online resources.
Inquiry and exploration	Explored ways to improve digital infrastructure and provide more equitable access to technology, especially in rural areas, while maintaining learner-centered approaches.

Table V focuses on reflections regarding Community Learning Centers (CLCs) and their role within the ALS framework.

Table V. Qualitative Insights on the Community Learning Centers in ALS

Category	Consolidated reflections
Awareness	Participants were aware that Community Learning Centers (CLCs) serve as key venues for ALS delivery, providing accessible learning spaces for out-of-school youth and adults.
Emotional engagement	Expressed appreciation for the role of CLCs in fostering community-based education but concern over the lack of adequate facilities, resources, and trained staff in many areas.
Analysis and significance	Noted that CLCs are vital in bridging educational gaps for marginalized learners, offering flexible learning environments, and fostering stronger community involvement in education.
Application	Suggested improving CLC infrastructure, increasing partnerships with local governments and NGOs, and enhancing resource availability to strengthen their effectiveness.
Inquiry and exploration	Explored how CLCs could evolve by integrating digital resources, expanding outreach in remote areas, and providing vocational training to address community-specific needs.

Table VI examines reflections on learning assessments and certifications within the ALS program.

Table VI. Qualitative Insights on the Learning Assessments and Certifications in ALS

Category	Consolidated reflections
Awareness	Participants recognized that ALS assessments, including the Accreditation and Equivalency (A&E) Test and portfolio-based evaluations, are essential for certifying learning outcomes and granting educational equivalency.
Emotional engagement	Expressed concern about the high-stakes nature of the A&E Test and the anxiety it causes among learners, especially those returning to education after long gaps.
Analysis and significance	Noted that assessments are critical for validating the learning of ALS participants and providing them with credentials for further education or employment opportunities.
Application	Suggested diversifying assessment methods to include formative assessments and practical tasks that better reflect adult learners’ skills and experiences.
Inquiry and exploration	Explored how certifications could be aligned more closely with industry standards and how assessment frameworks might adapt to accommodate the diverse learning pathways of ALS participants.

Finally, Table VII presents reflections on the post-program pathways available to ALS graduates.

Table VII. Qualitative Insights on the Post-Program Pathways in ALS

Category	Consolidated reflections
Awareness	Participants were aware that ALS offers pathways to formal education, vocational training, and employment opportunities, enabling learners to pursue further education or careers.
Emotional engagement	Expressed both hope and concern: hope for the opportunities ALS provides, but concern over the limited support and guidance available to learners after completing the program.
Analysis and significance	Highlighted the significance of post-program pathways in breaking the cycle of poverty by equipping learners with skills for employability, personal growth, and continuing education.
Application	Suggested strengthening partnerships with industries and higher education institutions to create more defined, accessible pathways for ALS graduates, including internships and scholarships.
Inquiry and exploration	Explored ways to provide more robust career counseling, mentorship, and follow-up support to help ALS graduates successfully transition to their chosen pathways.

Discussion

Doctoral students identified andragogy as central to ALS, emphasizing self-directed learning and real-life applications that meet adult learners’ unique needs. Participants valued this approach’s inclusivity, particularly its relevance to marginalized adults, and suggested adapting principles to local contexts. Technology was seen as essential for reaching remote learners, echoing the need for andragogy to evolve with digital resources (Knowles, 1980; Merriam, 2001; Merriam & Bierema, 2013). They highlighted the transformative power of andragogy, recommending a more life-skills-oriented curriculum to increase ALS’s impact on adult learners’ personal and professional growth.

The policy environment of ALS, specifically Republic Act 11510, was met with mixed emotions. While participants recognized its inclusivity, frustration arose from insufficient resources and funding for ALS’s implementation (Abasolo, 2017; Abenes & Caballes, 2020). They analyzed how effective policy support could reduce educational inequities, calling for increased financial backing at local levels and partnerships across sectors to ensure sustained success. These reflections underscore the need for adaptive policies that harness digital tools for reaching underserved populations, emphasizing technology’s potential to achieve educational outcomes (Adedoyin & Soykan, 2020; Murray & Holt, 2014).

Regarding the ALS Basic Education Curriculum, alignment with the K-12 system was appreciated, though concerns lingered over its relevance for diverse adult learners (SunStar, 2017). Participants highlighted its flexibility, advocating for local adaptations and inclusion of vocational skills, aligning curriculum goals with practical skills needed in the workforce (Merriam & Bierema, 2013; Murray & Holt, 2014). Suggested improvements included embedding digital literacy and lifelong learning, making the curriculum relevant to current job market demands. The curriculum’s six learning strands support broad competencies, promoting holistic personal and professional development (Abenes & Caballes, 2020; SunStar, 2017).

ALS’s flexible learning modalities were widely praised for their adaptability, especially for learners juggling life responsibilities (Assistance.ph, n.d.). However, technology access remained a barrier, particularly in rural areas, diminishing the benefits of distance learning (Abenes & Caballes, 2020; Labarrete, 2018). Participants analyzed the role of blended learning in improving accessibility, proposing digital infrastructure improvements to expand opportunities for remote learners (Bernardet al., 2014). They suggested robust support for learners and instructors to maximize technology’s potential in ALS, advocating for equity in digital resource access (Robertset al., 2018).

Community Learning Centers (CLCs) emerged as critical in delivering ALS programs, providing accessible learning spaces for out-of-school youth and adults. Participants appreciated the community-centered approach mandated by Republic Act 11510 but voiced concerns over the limited resources and personnel in many CLCs (Abenes & Caballes, 2020). They emphasized CLCs’ role in bridging educational gaps and proposed strengthening partnerships with local entities to enhance facilities and resources. Future exploration included integrating vocational training and digital resources to better equip learners with essential skills (Ambat, 2017; Murray & Holt, 2014).

Learning assessments in ALS, specifically the Accreditation and Equivalency (A&E) Test, were viewed as both essential and stressful for learners. The A&E Test’s high-stakes nature was seen as a significant source of anxiety, especially for long-out-of-school learners (Abenes & Caballes, 2020). Participants recommended diversifying assessments by incorporating formative evaluations to provide ongoing feedback, which research indicates enhances learning (Black & Wiliam, 1998; Mentkowski, 1999). Suggestions included aligning assessments with industry standards and integrating vocational training and digital literacy, preparing learners for employment and contemporary workforce demands (Murray & Holt, 2014).

Participants emphasized the importance of post-program pathways for ALS graduates, recognizing their role in breaking cycles of poverty through further education, training, or employment. They expressed hope for these pathways but noted the limited support available to learners after completing ALS programs. Clear post-program support and guidance were suggested to enhance outcomes, with participants advocating for partnerships with industries and training centers to establish accessible pathways (Adedoyin & Soykan, 2020; Murray & Holt, 2014). Republic Act 11510 mandates post-program support and emphasizes collaboration between ALS and stakeholders to ensure graduates’ employability and entrepreneurial success (Republic Act No. 11510, 2020).

Further collaboration between ALS and various sectors was seen as essential for sustainable implementation, aligning with Republic Act 11510’s focus on partnership. Participants suggested that ALS could leverage industry and government partnerships for curriculum development, resource allocation, and post-program pathways, ensuring learners receive adequate support (Republic Act No. 11510, 2020). Such partnerships would foster a comprehensive support system that aligns with labor market demands, enabling ALS to address both the educational and economic needs of learners (Adedoyin & Soykan, 2020; Labarrete, 2018).

Conclusion

The Alternative Learning System (ALS) in the Philippines is essential for providing education to out-of-school youth and adults, though both strengths and challenges remain. While andragogical principles and learner-centered methods are effective, adapting policies and resources to meet adult learners’ needs is crucial. The curriculum aligns with K-12 but would benefit from more vocational training and digital literacy components. Flexible learning modalities enhance accessibility, yet technology access disparities limit reach, especially in rural areas. Community Learning Centers (CLCs) are vital but often lack adequate infrastructure. Assessments, particularly the A&E Test, are key to validating skills, though diverse, practical assessments could further aid learners. Post-program pathways are impactful for economic empowerment, yet stronger guidance and support systems are needed for successful transitions. Enhancing partnerships, assessment methods, and community support will allow ALS to better address the educational needs of marginalized populations in the Philippines.

Limitations of the Study

A single academic context studied in the research cannot explain variations in ALS experiences across different regions of the Philippines. In the end, although the policy issues are dealt with in this study, it has not deeply analyzed the full impact that certain policy changes have thus far had upon ALS implementation and outcomes, and hence, an indication is that the area needs further research.