ABSTRACT
This research explored the lived experiences of learners enrolled in the Alternative Learning System (ALS) Accreditation and Equivalency (A&E) Program, with the aim of designing interventions for the academic year 2025–2026. Employing a qualitative approach through phenomenology, the study engaged ten participants from the Schools District of Banate who had direct experience with the A&E program. Prior to data collection, formal approval was secured from the adviser, the Graduate School Dean, school administrators, and the learners themselves. The findings highlighted that ALS learners’ experiences revolved around continuing and completing their education, overcoming life challenges, and securing employment opportunities. However, they also encountered difficulties such as inconsistent attendance, peer-related bullying, and limited family support. Based on these insights, the study proposed targeted interventions to address the identified challenges and enhance learner outcomes.
Keywords: Alternative Learning System Lived Experiences, Learners, Intervention Program
INTRODUCTION
The Philippines has long recognized that formal schooling is not the only pathway to functional literacy and personal development. Although the conventional school system continues to serve as the main avenue for education, many children, youth, and adults remain excluded due to factors such as poverty, early involvement in work, and living in remote areas. To address this educational gap, the Alternative Learning System (ALS) was created as a complementary pathway, offering disadvantaged Filipinos another opportunity to finish their basic education. This initiative is anchored in RA 11510 or the Alternative Learning System Act.
The Accreditation and Equivalency (A&E) Program is considered as the cornerstone of the ALS. The A&E program is designed for those with some literacy skills but who have not finished elementary or high school. By passing the A&E Test, learners earn a certification corresponding to a traditional school diploma. This credential is vital, as it serves as a gateway to higher education, technical-vocational training, and better employment opportunities (Department of Education, 2019).
As a result, since its beginning in 1999, the Philippine government has been implementing ALS nationwide through the Department of Education (DepEd) for over 27 years. However, only a few succeeded in meeting the required competencies for accreditation and were granted equivalent rights to students who completed the elementary and secondary education levels in this informal educational system (Pinca, 2025).
By educating and fostering the next generation of leaders, thinkers, and citizens, alternative mobile instructors play a critical role in influencing society's future. Through teaching, individuals can help learners to become well-rounded, knowledgeable, and responsible members of society (Chunling, 2021).
Additionally, by allowing students to finish their basic education in a way that suits their unique requirements and circumstances, the ALS program offers a useful substitute for the current formal education system. Because of this program's flexibility, students can learn whenever and wherever it is most convenient for them. After completing the ALS program, students are considered secondary-level graduates and are eligible to continue on to senior high school. ALS is among DepEd’s prominent initiatives to address the educational challenges faced by out-of-school Filipinos (Francisco, 2024).
On the other hand, ALS students frequently experience significant trials, such as financial hardships, inadequate resources, and low self-confidence. However, they demonstrate immense resilience, determination, and strong coping mechanisms to achieve their employment and upward mobility goals, though they frequently face academic gaps and potential discrimination in higher education. Their journey highlights the need for better alignment between the curriculum and formal schooling, and for a more supportive system to bridge technological and academic divides (Magsayo & Galibo, 2025).
The researcher observed that ALS learners experienced discrimination due to misunderstanding about their educational background, with many viewed as dropouts or failures of the formal system. This bias often results in limited employment opportunities and social exclusion.
With these gaps, the proponent proposed an in-depth exploration of the ALS students’ lived experiences in the A&E program in the schools of the District of Banate within the school year 2025-2026.
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