An Ecological Systems Analysis of Functional Literacy and Learning Gaps among Non-Enrolled Populations in Northern Mindanao

A substantial segment of the Filipino population, the non-enrolled individuals, particularly those with no grade completed, remains largely invisible within both formal and non-formal education systems. This study examined the functional literacy status and learning gaps of this marginalized group in Northern Mindanao, with the aim of generating evidence-based inputs for strengthening the Alternative Learning System (ALS). Anchored on Bronfenbrenner's Ecological Systems Theory, the study integrates data from the 2024 Functional Literacy, Education and Mass Media Survey (FLEMMS), a region-wide assessment of 342 Community Learning Centers (CLCs) across Region X, and qualitative reflections from ALS implementers. Findings reveal that only 10.8% of individuals in Northern Mindanao with no grade completed are functionally literate, underscoring deep and persistent learning deprivation. Structural analysis further indicates wide variations in CLC design, resource support, and ownership arrangements, which significantly shape learner engagement and literacy conditions. Qualitative evidence suggests that these systemic limitations constrain instructional quality and learner progression. The study argues that addressing functional illiteracy among non-enrolled populations requires more than access expansion. It recommends upgrading CLCs to Type 3 standards, deploying offline digital learning hubs, strengthening LGU–DepEd–NGO partnerships, and embedding formative and culturally responsive assessment practices within ALS delivery.