ALS-CELERATE THE FUTURE: ENHANCING FUNCTIONAL LITERACY FOR OUT-OF-SCHOOL YOUTH THROUGH THE ALTERNATIVE LEARNING SYSTEM

This study explored the lived experiences of Junior High School (JHS) learners and teachers in the Alternative Learning System (ALS) of the Schools Division Office of Pangasinan I, with a focus on functional literacy development. Using a qualitative phenomenological approach, data were gathered through semi-structured interviews, classroom observations, and document analysis in selected ALS centers. Findings revealed that ALS learners were highly motivated to pursue education despite challenges such as limited foundational literacy, economic difficulties, and restricted study time. While the ALS program offers flexible learning opportunities, it often falls short in developing learners’ reading comprehension and writing skills. Teachers, though committed and passionate, encountered constraints related to large class sizes, limited instructional time, and diverse learner needs. The ALS curriculum, while aligned with global frameworks, was perceived as overly complex and insufficiently contextualized, making it difficult for learners to connect content with real-life situations. Access to learning materials, particularly in remote areas, also emerged as a concern. In response, the study proposed the Johana Functional Literacy Enhancement Model (J-FLEM), which integrates life skills and values, flexible and frequent instruction, contextualized materials, teacher capacity building, and community engagement. The findings underscore the need for a more adaptive and learner-centered ALS program that strengthens functional literacy and real-world readiness.