Policy Analysis of Alternative Learning System Program Implementation in Biri District: Learners’ Perspectives Toward Governance and Program Enhancement

Abstract

This study assessed the needs of Alternative Learning System (ALS) learners in Biri District to provide inputs for policy and program enhancement aligned with Republic Act 11510. A mixed-methods research design was employed involving ten (10) ALS learners. Data were gathered using a structured learner profiling tool and needs assessment questionnaire while qualitative data are collected through interviews and small group discussions and were analyzed through thematic analysis. The study examined learners' socio-economic profiles, literacy levels, learning goals, barriers to participation, skill gaps, and support needs. Results revealed that learners came from diverse backgrounds, including out-of-school youth, working individuals, single parents, and adult learners who discontinued formal schooling due to financial difficulties, family responsibilities, early pregnancy, and accessibility issues. Most learners demonstrated low to moderate proficiency in reading, writing, numeracy, and communication skills. Learners were primarily motivated by the desire to complete basic education, gain employment, and improve personal skills. However, work schedules, financial constraints, and family obligations limited program participation. Identified support needs included flexible learning schedules, financial assistance, learning materials, counseling services, and childcare support. The findings highlight the need for a holistic and learner-centered ALS program that integrates academic instruction, livelihood training, flexible delivery approaches, and strengthened support systems to ensure inclusive and sustainable learning opportunities.