Abstract
The Alternative Learning System (ALS) in the province of Bulacan, Philippines, aims to enhance educational access for diverse groups, including out-of-school youth (OSY), adults, individuals with disabilities, and those in remote areas. This study investigates the critical challenges and barriers faced in implementing effective education within the ALS framework. Utilizing a qualitative research design with purposive sampling, the study involved interviews with 21 regular teachers and 14 learners who voluntarily participated. These discussions were recorded and transcribed to provide an in-depth understanding of the information collected through content analysis. The findings reveal several significant challenges affecting ALS program implementation, including limited face-to-face interaction, ineffective communication among teachers, difficulties in understanding educational modules, inadequate facilities and resources, and an overwhelming workload of written activities. Additionally, issues related to curriculum mismatch, resource constraints, teacher training needs, and student motivation were identified. To address these challenges effectively, it is essential to enhance instructional delivery by increasing face-to-face interactions between students and teachers and providing targeted training on ALS pedagogy for educators. Furthermore, developing effective learning materials, ensuring adequate facilities, creating a dedicated ALS curriculum, and establishing clear assessment policies will help minimize distractions, support student engagement, and improve overall learning outcomes. This research highlights the urgent need for policy interventions that can strengthen the ALS framework in Bulacan and ensure equitable educational opportunities for all learners.
Keywords: ALS Curriculum, Alternative Learning System, Challenges Encountered, Educational Access, Learning Materials, Policy Interventions.