Status, Issues and Challenges of Alternative Learning System (ALS) Implementation in Zamboanga City Schools Division

Abstract

Out-of-school children, youth, and adults remain a persistent concern in the Philippines, with many unable to access or complete formal education due to poverty, geographic isolation, and work responsibilities. While the Alternative Learning System (ALS) was established to address this gap, there is limited recent data on its actual implementation conditions, especially in geographically diverse areas like Zamboanga City. This study assessed the implementation of the Alternative Learning System (ALS) in Vitali and Curuan Districts, Zamboanga City Schools Division, aiming to determine its status, identify related issues and challenges, and examine differences in perceptions based on teacher profiles. Using a mixed-method design combining descriptive survey and phenomenological inquiry, data were gathered through total enumeration of all 19 mobile ALS teachers, analyzed via frequency counts, weighted mean, t-test, and ANOVA, with thematic analysis for qualitative data. Results revealed that implementation was rated Extensive overall, with Very Extensive ratings in teacher qualifications and training, and Extensive ratings in curriculum content and instructional effectiveness, aligning with Department of Education standards. However, resources, financial support, and facilities were only Moderately Extensive, indicating gaps in operational support. Key issues included the program favoring fast learners, perceived lower institutional support compared to formal education, and heavier workloads for ALS teachers. Major challenges involved irregular schedules, lack of permanent learning spaces, insufficient materials, safety risks, and financial constraints among learners. Statistical analysis showed no significant difference in perceptions across respondents grouped by age, gender, school assignment, or length of service. The findings provide empirical evidence that ALS is effective but constrained by systemic limitations. These results guide policymakers and administrators in improving resource allocation, funding, and support systems to make the program more sustainable, inclusive, and responsive to the needs of marginalized learners.