Evaluating the alternative learning system in Biliran, Philippines: A systemic approach to educational change and sustainability for marginalized learners

This study examines the implementation and impact of the Alternative Learning System (ALS) in the Division of Biliran, Philippines, which plays a vital role in extending educational opportunities to out-of-school youth, illiterate adults, and marginalized communities. Despite ALS's significant contributions to increasing educational access, the program faces challenges that limit its effectiveness, highlighting the need for a comprehensive evaluation to guide future policy enhancements and practical improvements. Employing a Convergent Mixed Methods design, this study was conducted across fourteen districts within the Division of Biliran. The sample comprised 399 respondents, including mobile teachers, district ALS coordinators, successful ALS completers, and the division ALS supervisor. Data collection involved surveys and interviews to capture learners’and educators’ perspectives on program delivery, curriculum effectiveness, and the challenges and strategies in program implementation. The findings indicate that learners valued the programs ‘learner-centered discussions and flexible scheduling, although they perceived support services, particularly online guidance and counseling, as insufficient. The curriculum was commended for fostering critical communication and problem-solving skills; however, it was noted to lack emphasis on community awareness and sustainable resource management. Teaching approaches incorporating Individual Learning Agreements and ALS modules were well-received, though group interactions and experiential learning methods were less effectively executed. Assessment methods, such as portfolios and quizzes, were positively reviewed, while assessments involving social interaction were perceived as less beneficial. In terms of outcomes, the program successfully contributed to learners ‘personality development but showed only moderate success in enhancing employability and entrepreneurial skills. Key challenges identified included learners’ attitudes toward schooling and limited systemic support for ALS teachers. To overcome these obstacles, teachers employed adaptive strategies such as community collaboration and flexible teaching approaches. This study provides critical insights into the strengths and areas for improvement within the ALS program, suggesting a foundation for policy reforms and strategic interventions to enhance educational outcomes for its target populations.