Institutional and Learners' Perspectives on the Implementation of ALS SHS Programs in Jail Facilities: A Qualitative Inquiry

This qualitative descriptive case study investigates the readiness and feasibility of implementing the Alternative Learning System–Senior High School (ALS–SHS) program in jail facilities in the Division of Bukidnon, Philippines, addressing a critical gap in evidence on post-basic education provision for persons deprived of liberty (PDLs). Drawing on purposive sampling, the study engaged ALS mobile teachers, jail administrators and education focal persons, DepEd SHS/ALS coordinators, the Education Program Specialist II for ALS, representatives from TESDA and local government units, and ALS Junior High School completer-PDLs. Data were generated through semi-structured Key Informant Interviews and Focus Group Discussions conducted in selected BJMP district jails and the Provincial Detention and Rehabilitation Center and analyzed using Braun and Clarke's six-phase thematic analysis with methodological rigor ensured through triangulation, member checking, reflexivity, and audit trails. Findings indicate that institutional readiness is present but fragmented. Existing ALS structures, available learning spaces, and high implementer commitment signal feasibility; however, limitations in infrastructure, inadequate SHS-specific teacher preparation, and the absence of context-adapted learning resources constrain effective delivery. Implementation is further complicated by security-driven scheduling disruptions, irregular attendance, competing custodial priorities, and coordination inefficiencies between DepEd and jail management. Despite these constraints, stakeholders consistently view ALS–SHS as a high-impact rehabilitative intervention that strengthens self-efficacy, supports skills development through TVL-aligned competencies, and enhances employability and reintegration prospects, with perceived implications for reducing recidivism. The study contributes empirical evidence on the institutional and operational conditions shaping ALS–SHS delivery in custodial settings. It argues that sustainable implementation requires targeted infrastructure investment, systematic capacity-building for ALS implementers, strengthened inter-agency collaboration among DepEd, BJMP, TESDA, and LGUs, and adaptive local policies integrating post-release education and livelihood pathways.