Illuminating Resilience: An Exploration of Alternative Learning System Graduates’ Journey Towards Career Empowerment

Illuminating Resilience: An Exploration of Alternative Learning System Graduates’ Journey Towards Career Empowerment

Rachel R. De Leon

Holy Cross of Davao College, Inc., Graduate School Department, Davao City, 8000, Philippines

DOI: https://dx.doi.org/10.47772/IJRISS.2025.905000104

Received: 28 April 2025; Accepted: 30 April 2025; Published: 01 June 2025

ABSTRACT

Low career accomplishment among ALS graduates is a socio-economic concern. In this study, I looked into the lived experiences of ALS graduates, exploring their self-belief, motivation, and career accomplishments. Through thematic analysis of the data collected, I discovered sub-themes of self-belief, namely, gaining self-worth, recognizing the value of education, and feeling supported by peers and family; motivation, namely, physical and emotional struggles, academic challenges, battling life hardships, overcome fear and self-doubt, develop a resilient mindset, and take pride in their achievements; and, career accomplishment namely self-empowerment and self-redirection toward a more positive mindset of their career goals. For future research, I also see the potential for quantitative research determining the significance of motivation on the correlation between self-belief and career accomplishment with the emerging sub-themes as useful indicators.

Keywords: Illuminating resilience, exploration of alternative learning system, graduates’ journey, career empowerment

INTRODUCTION

I have observed that low career accomplishment is a significant challenge faced by many individuals worldwide, especially those in marginalized communities. It is a depressing concern that, according to the International Labour Organization (2019), many people in low-income sectors still struggle with limited career progression despite the economic growth and opportunities that have come with globalization. In Vietnam, for example, low career accomplishment prevents individuals from reaching their full potential, hindering their ability to secure higher career success (Binh & Nguyen, 2020). Low career accomplishment is a problematic issue for many individuals, particularly for adults in alternative learning programs. ​The World Bank’s 2018 report on the Philippines’ Alternative Learning System (ALS) highlights low career achievement as a problem among out-of-school youth and adults. Boeren et al. (2020) further emphasize this issue, citing OECD and PIAAC survey results, which show that adults in alternative learning often face limited career advancement. Wang et al. (2020) add that adults with poor career outcomes are typically confined to unstable jobs.

Furthermore, I have come to recognize low career accomplishment as a deeply problematic situation in the Philippines, particularly among graduates of the Alternative Learning System (ALS). Arzadon and Nato (2015) emphasized that ALS graduates often struggle with limited career achievement in the workplace, facing significant obstacles that hinder their professional growth. In addition, Catyong et al. (2023) discussed the low career accomplishment among ALS in rural areas indicating low-skilled employment. Tindowen et al. (2017) reveal that ALS learners, with only moderate proficiency in 21st-century skills, have limited career accomplishments.

I have also found that low career accomplishment is a crucial issue among Alternative Learning System (ALS) learners in Davao Region. Lozada (2022) highlighted that ALS learners often face poor career outcomes and are unprepared to navigate the challenges of the globalized economy. Additionally, a tracer study on ALS graduates in Davao Occidental revealed that nearly half manifested low career achievements mostly were self-employed in low-income jobs (Te and Moleño, 2020). Further confirming this troubling trend, Dizon et al. (2020) found that ALS graduates in the Davao Region regularly struggle with low career progression.

Low career accomplishments can have serious consequences on individuals’ economic stability and overall well-being. One significant effect is that individuals with low career achievements are more likely to experience job insecurity and limited income, which may contribute to persistent poverty. According to studies, low career accomplishment often leads to poor mental health outcomes, such as stress, anxiety, and depression, as individuals struggle to meet their personal and familial financial needs. Moreover, the inability to advance in one’s career can result in lower job satisfaction, leading to disengagement from work and a higher likelihood of job turnover (Rai & Sharma, 2020).

Additionally, low career accomplishments can perpetuate social inequality, as individuals from disadvantaged backgrounds may find it more difficult to break free from the cycle of poverty. This can lead to a lack of social mobility, making it harder for future generations to overcome socio-economic barriers (Bhatia & Sharma, 2021). Furthermore, individuals with low career accomplishments may face stigmatization or diminished self-esteem, which can affect their overall quality of life and limit opportunities for personal development (Cohen & McCarthy, 2020). These consequences of low career accomplishment triggered the urgency of this study. This urgency is coupled with the gap that there is scarcity in research particularly in the Philippines; thus, this research was pursued.

Research Questions

This research aimed to investigate and describe the lived experiences of Alternative Learning System graduates as they pursued their educational journey towards career empowerment. Specifically, it sought answers to the following questions:

1. What are the lived experiences of Alternative Learning System graduates on their self-belief towards their career empowerment?
2. What are the lived experiences of Alternative Learning System graduates on their motivation towards their career empowerment?
3. What are the lived experiences of Alternative Learning System graduates on their accomplishment towards their career empowerment?

Theoretical Lens

This study was perceived through the Self-Efficacy theory of Psychologist Albert Bandura (1977), in which he defined self-efficacy as people’s beliefs in their ability to control their functioning and events that affect their lives. One’s sense of self-efficacy and self-belief influences individuals’ choice of activities, the effort they invest, and their persistence in the face of obstacles, contributing further to the foundation for motivation, overall well-being, and individual accomplishment. Stronger perceived self-efficacy leads to more active coping efforts and greater resilience in overcoming challenges. In the context of ALS graduates, this theory suggests that self-assurance and belief in their abilities influence their decisions, efforts, and persistence. Those with high self-efficacy tackle challenges, exert effort and persevere despite setbacks. Correspondingly, this study explored how self-beliefs shape ALS learners’ resilience and empowerment, offering insights into their motivation to overcome obstacles and achieve educational goals.

METHODOLOGY

This study utilized a qualitative research design with a phenomenological approach to explore the lived experiences of Alternative Learning System (ALS) graduates toward career empowerment. This method, as highlighted by Busetto et al. (2020) and Neubauer et al. (2019), was appropriate for uncovering shared meanings, motivations, and actions of participants and potentially informing theories or policy adjustments. The participants were selected through non-probability purposive and self-selection sampling, ensuring the inclusion of key individuals with relevant characteristics. The study involved nine ALS graduates from Davao del Norte in which the province actively implements ALS programs to address educational gaps among out-of-school youth and adults, providing flexible learning opportunities. Particularly, ALS graduates who graduated from 2015 onwards, were 18 years old or older, had job experience or a current source of income, and voluntarily confirm that ALS has a positive impact on their lives. Five participants engaged in in-depth interviews while four participated in a focus group discussion.

Data collection used a structured interview guide with open-ended questions, focusing on self-belief, motivation, and accomplishments. Procedures included securing proposal defense approval, ethical clearance from Holy Cross of Davao College, informed consent, participant recruitment through ALS coordinators, and conducting interviews and FGDs, recorded with permission. Data analysis applied Colaizzi’s thematic analysis method, involving extracting significant statements, formulating meanings, clustering themes, and validating findings with experts to ensure depth and rigor. Strict ethical standards were followed, adhering to national and institutional guidelines, emphasizing informed consent, confidentiality, justice, transparency, and community involvement. To ensure trustworthiness, the study focused on credibility (through triangulation), dependability (via an audit trail), confirmability (with external validation), and transferability (through detailed descriptions and rich examples).

RESULTS

The educational quest of ALS graduates means more than just the pursuit of knowledge; it signifies a transformative journey. Their resilience and determination highlight their self-belief, motivation, and career accomplishments defining their journey. Facing diverse challenges, they seek not only academic skills but also a chance to rewrite the narratives of their life, aiming for both personal and professional growth. For some, it’s a second chance at education, an opportunity to correct past academic setbacks, while for others, it’s a lifeline in the face of socioeconomic constraints with profound hope for their future. Baccal and Ormilla (2021) explained the primary goal of the Alternative Learning System (ALS) is to eliminate illiteracy among individuals who have dropped out of school, including children, youths, and adults, as well as those who have been denied formal education opportunities. ALS provides a means for these individuals to complete their elementary and secondary education outside the traditional school system.

Modified Paradigm

Self-belief of ALS Graduates in their Educational Journey

The self-belief of Alternative Learning System (ALS) graduates was shaped by unique challenges and personal aspirations. Many ALS students, often adults or individuals who were unable to complete formal education, are driven by a desire to gain self-worth, seeing the value of education by improving their quality of life, whether through better job prospects or achieving a degree towards personal fulfillment and some being encouraged by family and peers with the hope of being role models for their families.

For many Alternative Learning System (ALS) students, a powerful source of their self-belief comes from overcoming feelings of being looked down upon due to their educational history of not being able to graduate or acquire a diploma. These feelings become a driving force to prove themselves, recover their confidence, regain self-worth, and show that they are just as capable as others.

“Katong like sauna maam, nanarbaho ko unya pangitaan ko ug certification bitaw maam unya wala ko mapakita, aaah..naa nakoy experience pero wala koy… Mapakita na certification sa ilaha, nangita sila ug mga kuan diploma..so… Isa pud maam, gina-look down pud ko nila bah…”-IDI-P1 (“Back then, ma’am, I was working and they asked me for a certification, but I didn’t have anything to show. Aaah… I have the experience, but I don’t have… any certification to present to them. They were looking for, like, a diploma… so… Also, ma’am, they looked down on me.” – IDI-P1)

Gaining self-worth for ALS students includes goals primarily to graduate and get a diploma needed for job applications. As stated by one participant,

“Isa sa mga hinungdan ngano nag-ALS ko bale gusto pud ko makatesting ug mupaso, syempre magamit man jud nako ang akong diploma noh…mao pud na ang main purpose na magamit nako ang diploma kay pag once mag-apply2x, kasagaran mangita man jud ug diploma..kanang pamatuod nga kuan nga ni-graduate ka” – IDI-P2 (“One of the reasons why I enrolled in ALS is because I wanted to experience walking on stage during graduation. Of course, I can really make use of my diploma, right… That’s also the main purpose—so I can use the diploma because when you start applying for jobs, most employers really look for a diploma… something to prove that you’ve graduated.” – IDI-P2)

Also, their self-worth is significantly enhanced when they are encouraged to pursue college and earn a degree. The support and encouragement to pursue higher education become a powerful drive to pursue their goals.

“But… seeing my uhm fellow ah, katung mga batchmates nako ba. Naa na sila sa colleges karun. Medjo na… na encourage ko na ipadayun nako ang akong pag eskwela kay gusto ko makahuman because my dream is to become a teacher, someday.” “Sila kay college na sila. Lipay kayo sila, ilaha jud kong ginamotivate na, “humana na imung eskwela, L***e kay ani, para makaapas ka sa amoa”.-IDI-P3 (“But… seeing my, uhm, fellow… my batchmates, you know. They’re already in college now. It kind of encouraged me to continue my studies because I really want to graduate—my dream is to become a teacher someday.” “They’re already in college. They’re really happy, and they keep motivating me, saying, ‘Finish your studies, L***e, so you can catch up with us.” – IDI-P3)

On the other hand, the challenges of finding employment are deeply intertwined with achieving their self-worth, especially when one has not graduated from high school. Many Alternative Learning System (ALS) students express that the inability to finish formal schooling often makes it difficult to secure a stable job. One FGD participant shared,

“So sa first jud ma’am, ang nahuman na ko kay third year high school and then nag work na ko and then pila na ko ka years nag work and abi na ko dira na ko mag settle na work and then nag COVID. Mao tong dahilan na nag back to school ko tungod sa COVID kay nangapply ko ug trabaho kasagaran gipangita graduate high school. Maglisud ko kay ngano wala koy halos nahuman kay third year high school ko. So nakita ko sa online ALS, so ni try ko sa online ALS..”-FGD-P6 (“So at first, ma’am, I had only finished third year high school, then I started working. I worked for several years and thought I would settle in that job. But then COVID happened. That was the reason I decided to go back to school—because during the pandemic, I applied for jobs and most of them required a high school graduate. I struggled because I hadn’t really finished—I only reached third year high school. Then I saw ALS online, so I gave online ALS a try.” FGD-P6)

Furthermore, despite the challenges of age and life circumstances, the decision to return to school later in life, often after years of feeling underachieved, proves worth for oneself and demonstrates that it is never too late to pursue and finish education. One ALS participant shared,

“Ano po ma’am, ang one reason nga nag dasig sa akua kay kanang although kanang murag murag nahadlok ko ato kay tungod sa akong edad ahm ang nagdasig sa akua na mo continue sa ALS kay ang akuang kaugalingon nga murag although na naa man jud koy kanang murag ma weakness ko ba tapos ang akua jung gipagtigbabaw sa akuang kaugalingon, bahalag, ingon ko, kayanon ko ni bahalag ingon ani na akuang edad. Wala ko kahibaw kung si kinsa akuang mga classmate ug pila ilang edad, basta ko, makalampos ko.”-FGDP7 (“Ma’am, one of the reasons that really motivated me was that—even though I was kind of scared because of my age—what pushed me to continue with ALS was myself. I mean, even though I have weaknesses, I chose to overcome them. I told myself, ‘I can do this, no matter what my age is.’ I didn’t care who my classmates would be or how old they are—what matters is that I’ll be able to finish.” — FGD-P7)

As the participants shared their experiences, I observed most of them expressed a strong determination to pursue their academic goals through ALS, seeing it as an opportunity to reclaim their self-worth despite past setbacks.

This highlights how their journey of regaining confidence goes hand in hand and is deeply rooted also in seeing the value of education as a means to improve their lives. Recognizing that education can open doors to better job opportunities, personal growth, and a higher quality of life, they become more determined to succeed.

Specifically, finishing education is a way of helping their family in the future, as stated by this participant,

“Nipadayun ko’g eskwela, nag take kog Alternative Learning Systems sa Jose Tuazon. Uhm… after I graduated. So, mao tu sya ma’am ang reason jud is medjo, uhm, gusto jud nako makahuman ma’am kay gusto nakong mahimong teacher, ug gusto nako makatabang sa akong family, and also mag ahh, maka ahh… makaha’g stable life in the future po.”-IDI-P3 (“I continued my studies and took the Alternative Learning System at Jose Tuazon. Uhm… after I graduated. So, that was really the reason, ma’am—it’s because I really want to finish my studies, because I want to become a teacher, I want to help my family, and also… to hopefully have a stable life in the future.” — IDI-P3)

Despite being judged by others, they are determined to pursue their education and fulfill their dreams, as shared by IDI-P4.

“pero naa lang juy mga taong mapanghusga nga moingun sila nga “ngano moeskwela paman ka nga naa naman kay anak?” mao ni, mao na. Then, mao tu, moingon nalang ko jud na nagapadayun ko kay wala juy lisud, walay lisud sa imung pangandoy kung imuha jung buhaton.”-IDI-P4 (“But there are really people who are judgmental, who say things like, ‘Why are you still studying when you already have a child?’ This and that. But I just tell myself that I’m continuing because nothing is really too difficult when it comes to your dreams—if you’re truly determined to work for it.”— IDI-P4)

Valuing education means also challenging oneself to finish school to have something to be proud of for their children and relatives, as expressed by IDI-P1.

“Niya gi-challenge pud nako sa akong kaugalingon maam na kaylangan mohuman jud ko kay ngano …kay para naa tay panghambog sa atong mga anak puhon ani bah…dili makaingon bah ah si papa, wala ra man nah katuntong ug highschool..muana bah… Naay tay ipanghambog dili lang sa atong mga anak sa ato pud kaparyentihan nga nakahuman ta ug eskwela.”-IDI-P1 (“And I also challenged myself, ma’am, that I really need to finish—because someday, I want to have something to be proud of in front of my children. So they won’t say, ‘Ah, Papa didn’t even finish high school.’ Something we can be proud of—not just to our children, but also to our relatives—that we were able to finish school.” — IDI-P1)

Their statements to continue and finish school despite the later age reflect how ALS students value education and the learnings as a way to reclaim their self-worth by defying societal expectations of age, proving that persistence and dedication can overcome barriers, as shared by FGD-P6.

“Basta nagahatag siya motivation na kaning na dili nimo malimatan, nadala jud nako to maam sa ako huna huna na mupadayon jud ug eskwela, bahala ing-ana na imong edad nimo kay katong time, dili unta ko mag-college. Ana ko sir, maulaw ko mag-college, kay tiguwang nako sir 25. Ana si sir, dili na basehan, kung gusto jud ka makahuman, eskwela.”-FGD-P6 (“It really gave me motivation, something that I can’t forget. I carried that in my mind, ma’am, that I should continue my studies, no matter my age. Because at that time, I didn’t want to go to college. I told my teacher, ‘Sir, I felt embarrassed to go to college because I was already 25. And Sir said, ‘Age shouldn’t be a factor. If you really want to finish, then go to school.’’ — FGD-P6)

Their belief that they can achieve more if they have gained a higher level of education amidst the judgment and age barriers is augmented by the support of their families. Indeed, I was moved by other participants mentioning family and peer support. They expressed that the emotional and practical support from family and peers made them feel more confident in their ability to succeed. This sense of being supported fostered their self-belief to persist.

One example, as shared by IDI-P4, is the support given by the co-workers’ consideration and understanding of the participant’s needs for their academic journey while working at the same time.

“Sa ikalima jud ko nakahigayun nga nakahuman jud ko sa ALS ma’am. Nga akoang trabaho ug pag eskwela gisabay nako. And then katung, akoang mga, akong kaubanan nga karun moeskwla na ka kay Miyerkules na. Human, murag supportive kaayo sila sa akoa na, muingon sila nga “ayaw pag trabaho kay moeskwela ka karun.”-IDI-P4 (“It was really in the fifth attempt that I was able to finish ALS, ma’am. I juggled both work and school. And then, my colleagues, they’d encourage me, saying, ‘You should stop working now because you’re going to school today, it’s Wednesday.’ They were really supportive, telling me, ‘Don’t work, go to school now.’’ — IDI-P4)

Moreover, their families have shown support and encouragement to enroll in ALS, further supporting them even beyond graduation, such as their plans to proceed to higher education.

“Tungod lang sa ALS daw mao nagpabalik nako nga mu-eskwela… Dako kaayo tabang sa ako maam kay ngano kay nabag-o ila panglantaw sa akoa bah..kay support na sila sa akoa bah kay mu-eskwela nako ug college.” IDI-P1 (“It was because of ALS that made me go back to school. It really helped me a lot, ma’am, because it changed the way they looked at me. They’re now supporting me because I’m going to pursue college.” — IDI-P1)

As observed, the support system of the family has helped them and words of encouragement to pursue their goals as confirmed by FGD-P7.

“Akong mama. Kuan po, kanang advice po, kanang advice siya perminte nga kanang dili babag ang kalisud arun makalampos tapos financial although makasupport gamay, pero ang gina, support system jud niya na ginahatag sa akua kay kanang pirmente mo ingon siya ug “padayon dong”.-FGD-P7 (“My mom. Well, her advice is always that hardship should not be a barrier to success. Although she can only provide a little financial support, the real support she gives me is the constant encouragement. She always says, ‘Keep going, son.’’ — FGD-P7)

ALS graduates who are also married also felt the encouragement from their spouse supporting their academic goals that goes beyond the financial aspect but also provided motivation for their academic endeavor.

“Dako ma’am labi na sa ako partner, syempre makita man gud na ko sa akuang mga classmate ma’am na naa silay mga bana pero di sila maka eskwela kay ilang mga bana mismo, kanang nagaselos gud kanang, mo eskwela ka kay naay mga lalaki. Natural naay mga boys kay nangeskwela man pud na sila. Pero bilib ko sa akuang partner ma’am noh, isa pud aning kuan niya ma’am noh kay iyang support jud ma’am.”-FGD-P6 (“It’s really significant, ma’am, especially from my partner. Of course, I can see among my classmates that some of them have husbands, but they can’t go to school because their husbands get jealous, you know, when they go to school because there are boys. It’s natural to have boys since they’re also students. But I really admire my partner, ma’am, because one of the reasons is his support.” — FGD-P6)

In addition, the environment within the ALS program, specifically from being ALS students themselves, mostly shared that they were united for their common goals, encouraging each other that no one will be left behind and that they will graduate together.

“..pag eskwela namo ug ALS, murag respect lang then kanang magtinabangay, murag family bitaw amuang kuan ato ma’am, mag tinabangay mi. Murag dili, dili mi mosugot na naay mabiyaan, dapat sabay mi, sabay mi mo graduate, murag ana bitaw ma’am.” – FGD-P9 (“When we were studying in ALS, it was more about respect and helping each other, like a family. We really supported each other, ma’am. We didn’t want anyone to be left behind. We had to graduate together, that’s how it was.” — FGD-P9)

The influence of family and peers was frequently mentioned by ALS graduates as a crucial element in helping them develop their self-belief. Family support, for example, provided a sense of stability, motivation, and affirmation. Many ALS learners spoke of how their parents, family members, and even peers believed in their ability to succeed, even when they doubted themselves. This encouragement helped them to strengthen their self-belief.

Self-belief played a crucial role in the educational journey and empowerment of ALS graduates. The participants in the ALS program face personal, financial, or social challenges that may have hindered their access to formal education. Their success in completing the program and pursuing further education or employment heavily depends on their drive to persevere, forming the foundation of their self-belief that they can achieve more. Specifically, self-belief drives ALS graduates to persist despite obstacles such as limited resources, personal responsibilities, or lack of formal school experience. It fosters resilience, helping them stay committed to their studies. Family, teachers, and other facilitators play a key role in sustaining this motivation through engaging instruction, goal-setting, and providing real-life applications of learning.

Motivation of ALS Graduates in their Educational Journey

The participants experienced struggles with physical and emotional aspects, academic difficulties, and life hardships that tested their resilience. Despite these obstacles, they strive to overcome fear and self-doubt, take pride in their achievements, and develop a strong, resilient mindset that forms a foundation of their motivation.

Most of the participants were working while they studied in ALS, and most of them expressed physical and even emotional struggles balancing work and school responsibilities. As shared by IDI-P2,

“…kanang di ko maka out usahay sa trabaho, kapoy na kaayo. Physical nga kakapoy, kapoy na kaayo gusto na ko mo surrender. Gusto na ko mo undang ba pero basta lahi, lahi ra gyud. Maningkamot lang jud bahalag kada adto na lo ug eskwelahan katugon kayko kay syempre, alas 7-8 buntag akuang out. Unya mo duty pa ko ug slaughter, alas 5 sa hapon, alas 6. Kay kuan man ko matadero man ko, baka man akuang gina ihaw, karun syempre kapoy kaayo. Maong kada adto ug eskwelahan, mura bitawg wa na kay gana, murag lami na kaayo ikatulog bitaw. Ana gyud, antos, gi antos na lang gyud na ko.” – IDI-P2 (“…There are times when I can’t get off work, I’m really exhausted. It’s physically tiring, I feel like giving up. I want to stop, but it’s different, really different. I just push through, even though every time I go to school, I feel like I’m going to fall asleep because, of course, my shift ends at 7-8 AM. Then, I still have to work at the slaughterhouse, from 5 to 6 PM. I work as a butcher in the slaughterhouse, it’s really exhausting. So every time I go to school, it feels like I have no energy left, and I just want to sleep. That’s how it is, I endure it, I just endure it.” – IDI-P2)

For married ALS learners, specifically the mothers, the time was laid back for studies because of early pregnancy. Naturally, it took time for them also to finish ALS while performing their roles in the family and studying, as shared by IDI-P4.

“Sa akoa ma’am kay, na stop man jud kog eskwela kay tungod lage sayo ko naminyo then, pila ko ka nag take ug ALS, ikalima jud ko nag take sa ALS. And then sa lima nako, Sa ikalima jud ko nakahigayun nga nakahuman jud ko sa ALS ma’am.” -IDI-P4 (“For me, ma’am, I stopped studying because I got married early. I took ALS several times, and the fifth time was when I was able to finish it.” — IDI-P4)

Difficulty to balance in handling the responsibility of being a mother and a student at the same time, manifested not just physical exhaustion but challenges as well in fulfilling their roles as a mother as shared by FGD-P8.

“Ah kuan ma’am murag sa akuang anak gyud kay kuan pag eskwela na ko kay murag 2 pa man yata to iyang edad pag eskwela na ko ug senior. Kay sa junior murag okay-okay ra to kay duol ko sa balay, unya pagka-senior kay murag walay, mag travel na jud padulong sa eskwelahan. Maglibog ko ug asa na ko ibilin. Kanang kung bakante akuang mama, ana. Ing-ana, laban ra gyud.”-FGD-P8 (“Ah, well, ma’am, it was really when I had a child because when I started studying, I think my child was only around 2 years old. When I was in junior high, it was okay because it was close to home. But when I became a senior, it was different. I had to travel all the way to school. I’d get confused about where to leave my child. If my mom was available, I would leave the child with her. That’s it, I just kept fighting through it.” — FGD-P8)

In other circumstances, most of them stopped from formal school because of family problems such as parents’ separation and then continued their education through ALS, like the circumstance of IDI-P3.

“Before I enter the Alternative Learning System, ma’am, nag stop ko for uhm… almost five years? Because of uhm… family problems ah after my uhm… mother and fa… ahm… and my father broke up.” -IDI-P3 (“Before I entered the Alternative Learning System, ma’am, I stopped for, uhm… almost five years? Because of, uhm… family problems after my, uhm… mother and father broke up.” — IDI-P3)

Despite the struggles in their well-being in their physical and emotional aspect, ALS graduates exerted their efforts to attend classes and eventually graduated within the ALS system.

“..luyo sa kakapoy sa akong trabaho, nagapaningkamot jud ko nga mu-eskwela…maningkamot ko na muadto ug eskwelahan. Syempre kuan ra man…once a week ra man, akong gipaningkamutan jud’’-IDI-P2 (“Despite the exhaustion from my work, I really strive to study… I make an effort to go to school. Of course, it’s only once a week, but I really make sure to do it.” — IDI-P2)

Physical and emotional struggles were evident in the narratives of many ALS graduates. Many of them had to juggle work and study, often working long hours in physically demanding jobs or dealing with family obligations. Some had health challenges that made it difficult to attend classes or focus on learning. Despite

these hardships, I was inspired that their motivation to complete their education remained strong as they dealt with academic challenges.

Furthermore, dealing with academic challenges faced by ALS learners is crucial for their well-being. Maintaining physical and emotional wellness may help them stay focused, motivated, and resilient despite setbacks. Their motivation fosters perseverance, enabling them to manage stress, overcome learning difficulties, and stay committed to their educational goals.

Most of the participants expressed hardship in studying while working at the same time, as shared by IDI-P5.

“It’s hard to study while working. I choose to attend first my paper works than to study my lessons.” -IDI-P5 (“It’s hard to study while working. I choose to prioritize my paperwork over studying my lessons.” – IDI-P5)

Specifically, they experienced difficulty in catching ALS lessons since classes were only once a week, as expressed by IDI-P3.

“Pero katung naa ko sa ALS, ma’am, is medjo lisud siya kay one day lang ang inyung kalse sa is aka semana. So, limited ang mga ginatudlo sa inyuha. So, mao tu nga isa tu sa mga lisud, especially katung nakagraduate ko sa ALS, ma’am, medjo naglisud jud kog cope sa mga lessons sa senior high”. -IDI-P3 (“But when I was in ALS, ma’am, it was a bit difficult because the classes were only once a week. So, the lessons were limited. That’s one of the challenges, especially when I graduated from ALS, ma’am. I really struggled to cope with the lessons in senior high.” — IDI-P3)

In addition, they struggle with workloads such as submissions of requirements, reading many modules, and complying with exams shared by IDI-P4.

“Nya, daghan jud kaayog pagsulay jud dirang dapita, kay mupasa ka sa, daghan kaayong modyul, baga kaayo. Nya apasunon nimo human naa pajud kay exam, ana. Human akong mga classmate, ana sya “magbuhat na ta ani”.-IDI-P4 (“And there were really a lot of challenges there, because you have to go through many modules, and they’re really thick. Then, after finishing them, you still have an exam. And then my classmates would say, ‘Let’s get this done.’’ — IDI-P4)

Some of them felt that they were behind and struggling to cope with lessons; however, at least the support system within the ALS students themselves provided help along the process. This is also confirmed with FGD-P9 sharing.

“Para sa akua, gi base lang gihapon na ko sa mga experience nako, dili man ko kuan jud, akuang utok kay di na jud kaayo kaya, di na ko kasabay sa ilaha, pero sa akua ma’am mga na batch na ko sila, dili sad ko nila, dili sad ko nila gina-ano bitaw ma’am nga ana ra imung kaya, murag ginatabangan bitaw ko nila ma’am.” -FGD-P9 (“For me, based on my experiences. I’m not, uhm, I’m not really that smart, my mind can’t keep up, I can’t keep up with them. But for me, ma’am, my batchmates, they don’t look down on me. They really help me, ma’am, they don’t just say ‘That’s all you can do.’ It’s like they’re really helping me.” — FGD-P9)

Dealing with academic struggles often leads to feelings of insecurity. ALS learners may doubt their abilities, fear failure, or feel overwhelmed by the workload. These insecurities can affect their motivation and confidence; however, as they stay engaged and persist in their studies, these feelings become a motivator for them to challenge themselves. As expressed by FGD-P6,

“Challenging kaayo siya ma’am kay syempre medyo kuan ta slow-learning kaayo ta unya maghuna-huna ta ba “ulawa pud ani, ALS na lang gane ni, slow-learning gyud kay ta”. Ma kuan bitaw, ma challenge jud gyud ka. Sa adjustment ko ma’am kay ang ako jung mga subject sauna ALS ma’am…”-FGD-P6 (“It was really challenging, ma’am, because, of course, I was a slow learner. Then I would think, ‘This is embarrassing, it’s just ALS, and I’m a slow learner.’ But, you know, it really challenges you. In my adjustment, ma’am, because of the subjects I had in ALS before…” — FGD-P6)

The academic challenges they deal with, form parts also of their battles against life hardships. For the participants, education through ALS contributes to their motivation, strengthening their resilience. Instead of giving in to the difficulties, poverty, lack of education, and limited job opportunities, they were persistent and motivated to continue by seeking self-improvement.

One example is pursuing ALS to secure a better future for the family; perceiving life is not an easy feat, as expressed by IDI-4.

“So, mao tu nipadayun ko and also I want to help uhm my family, kay dili pud… baya lalim ang kinabuhi.”-IDI4 (“So, that’s why I continued, and also I want to help my family, because life is not easy.” — IDI-P4)

Some experienced relying on their families for financial support, as shared by IDI-P3.

“Number one po ma’am is ah, akoa jud..ah, family, ma’am, kay uhm, unsahay wala man koy kwarta, sila juy nagaprovide sa akoa, sa akong mga financial needs po, especially if naa miy mga projects.” – IDI-P3 (“Number one, ma’am, is my family, because, uhm, there are times when I don’t have money, and they’re the ones who provide for me, especially when we have projects.” — IDI-P3)

While others expressed that struggles were more difficult balancing work and ALS since they can’t rely on family or relatives for financial support.

“Akua po is financial ma’am kay pareha anang nakipuyo ra ko sa akuang uyuan sa Tagum, ma’am then layo ko sa akuang parents. Then dili man sad ko makapangayo ug financial kay tungod daghan sad mi so ako maningkamot ko. Then sa pag eskwela na ko sa ALS, nag working student ko.” -FGD-P9 (“For me, it’s financial, ma’am, because I lived with my grandmother in Tagum, ma’am, and I was far from my parents. I couldn’t ask for financial help because we are many, so I made an effort. Then, when I started studying in ALS, I worked as a student.” — FGD-P9)

Predominantly, they expressed that financial struggles make it hard to continue their studies at some point, but still they were able to overcome and graduated in ALS.

“..ang pinaka, kato kato lang jud ma’am, financial lang jud ang pinaka-main nga kanang wala ko kahibalo kung makasustain ba ko, bisan ALS lang ko, isa ra sa isa ka semana ang klase, kung makasugakod ba ko. Praise God nahuman jud siya. Mao jud na ang pinakadako nga kuan suliranin.”-FGD-P7 (“The biggest challenge, ma’am, was really financial. I didn’t know if I could sustain it, even though it’s just ALS, and classes are only once a week. I wasn’t sure if I could endure it. Praise God, I was able to finish. That was really the biggest difficulty.” — FGD-P7)

In the positive context, despite the struggles shared, positive factors were observed among the participants, contributing to their motivation. Most of the participants felt proud of themselves emanating from the experience as ALS students and until they graduated, seeing the result of their hard work and endeavor.

Studying through ALS was tough, yet they managed to get through it, manifesting perseverance for their goals.

“kung i-describe nako ang ALS, dili pud basta-basta kay ngano biskan once a week lang na siya nga klase,  makaingon sad ka.., kapoy man diay mag- ALS …pero naay uban na maka-undang maam…maka-undang sila biskan once a week lang nah, dili gahinan kay kapoy jud…pero sa amoa maam, at least ni-survive mi bah.”-IDI-P1 (“If I were to describe ALS, it’s not that easy because even though the class is just once a week, you can still say… it’s tiring to be in ALS. Still, there are others who quit, ma’am… they quit even though it’s just once a week, because they don’t give it enough effort since it’s really tiring… but for us, ma’am, at least we survived.” — IDI-P1)

Taking pride as an ALS graduate was highlighted as a result of their efforts and dedication to finish their studies. This was shared by IDI-P2,

“Bale kuan, makaingon nako sa akong sarili nga bale mapagmalaki nako nga ALS graduate ko..kana na higayon nga kanang sauna wala ko ka-graduate ana nya karon naa na ko’y mapagmalaki ba,..”-IDI-P2 (“Well, I can tell myself that I can be proud that I’m an ALS graduate. It’s that time when before, I wasn’t able to graduate, but now I have something to be proud of.” — IDI-P2)

Most of the participants also expressed that the teacher’s faith in them believing their student’s skills pushed them to compete, leading to success and boosting their confidence, as expressed by IDI-P3.

“one particular event, ma’am, is katung nahimo ko ug Mr. ALS 2019. And ano siya ma’am, it was my first time na makaapil ug ing atu. Them dili jud ko gusto atu pero gina encourage ko sa akong mga ALS teacher kay muingon “anak you are capable”-IDI-P3 (“One particular event, ma’am, was when I became Mr. ALS 2019. And, ma’am, it was my first time joining something like that. I actually didn’t want to do it, but my ALS teachers encouraged me, saying, ‘You are capable ‘anak’.’’ — IDI-P3)

For Alternative Learning System (ALS) graduates, getting hired after applying for a job is a major achievement that boosts their motivation. It brings a sense of pride, proving their hard work and determination pay off. This success builds confidence, improves self-esteem, and provides financial stability, all contributing to a better quality of life. This is shared by FGD-P7,

“Nag apply ko ug trabaho, in God grace pud, ah, nakasulod ko dayon, wala man sa ingon nga naka stop ko o wala ko ni kuan sa akuang dream pero happy gihapon ko sa akuang na kuan karun kay nagamit jud nako ang akuang strand.”-FGD-P7 (“I applied for a job, and by God’s grace, I got in right away. It’s not like I stopped or gave up on my dream, but I’m still happy with where I am now because I was really able to use my strand.” — FGD-P7)

Indeed, taking pride in their achievements at every step fueled their determination, helping them gradually overcome fear and self-doubt along the way. Moreover, overcoming fear and self-doubt was identified as a factor directly tied to motivation since fear and doubt often act as barriers that prevent people from taking action. When they learn to manage these emotions, they unlock their full potential and drive, proving to themselves and to society that they are capable of achieving their dreams. This shift in mindset fuels their motivation to keep striving for success.

Being directed on their goals and not minding the judgment of others, they were able to improve and focus on their personal growth, further improving their self-confidence. This was shared by IDI-P1,

“Akoa lang i-share sa uban maam, sa ako pag-eskwela sa ALS enjoy siya maam nya isa pa, dili sila angay mahadlok na ALS lang ka… Dapat jud imo jud tagaan ug oras.. Unya ako pud idungag jud ana maam, ayaw kahadlok kung ignon ka sa mga tao, ‘ah.. ALS ra man ka’… Nakadungog jud ko ana maam, naka-experience jud ko ana diha ron na senior high sa kasabay nako regular.. Giignan mi, ‘ah ALS ra man sila sagdii ra na sila’… Pero wala lang namo gipanumbaling..”-IDI-P1 (“I just want to share something, ma’am. In my experience studying in ALS, it was enjoyable, ma’am. And also, they shouldn’t be afraid just because they’re in ALS. You really have to give it your time. I’ll also add, ma’am, don’t be afraid if people say, ‘Oh, you’re just from ALS.’ I’ve actually heard that, ma’am—I’ve experienced that now that I’m in senior high with regular students. They said, ‘Oh, they’re just from ALS, just ignore them.’ But we didn’t let it get to us.” -IDI-P1)

Along with determination, they prove to themselves that education is still possible and there’s always a chance for personal growth, strengthening their confidence, resilience, and overall well-being.

“So, ang akoa pung ah maingon ana, ma’am, is kining dili pa too late, kanang, naa pay chance. If willing lang jud ka mo, mo… willing lang jud ka moeskwela, willing lang jud ka mo… padayun. Dili pa ulahi ang tanan.IDI-P3” (“So, what I can say about that, ma’am, is that it’s not too late—there’s still a chance. If you’re really willing to study, if you’re really willing to continue, then it’s not too late for everything.” — IDI-P3)

In connection with perseverance, the belief that everyone has a chance was highly observed among ALS graduates since, while studying, they were able to meet and set common educational goals with their classmates with different backgrounds and age. As shared by IDIP3, watching older people pursue education inspires one to keep going, if they made it, it is possible also with them.

“katung mga tigulang, ma’am. Mga lola na ug lolo ba nga, nag apil jud sila sa ALS. Bale, didtu na, narealize nako nga dili pa ulahi ang tanan. So, naa pay chance nga imuhang bag ohon ang imuhang future, nu. Katu man ganing mga tigulang mga, mga kuan naningkamot man gane silag eskwela. Gusto pud sila makahuman.”-IDI-P3 (“Those elderly people, ma’am, the grandmothers and grandfathers—they really joined in ALS. That’s when I realized that it’s never too late. So, there’s still a chance to change your future. If those elderly people are still working hard to study, it means they also want to graduate.” — IDI-P3)

To emphasize, gaining knowledge and new skills is possible at any point in life, and there’s no ‘too late’ in learning, as shared by IDI-P5.

“Learning can happen at any stage in life and that it’s never too late to acquire new skills and knowledge.” – IDI-P5 (“Learning can happen at any stage of life, and it’s never too late to gain new knowledge and skills.”-IDI-P5)

As they dealt with self-doubt, shifting to being proud despite facing challenges like past educational gaps, societal judgment, or personal hardships, the motivation of ALS graduates is deeply connected to fostering a resilient mindset. By developing resilience, they learn to navigate setbacks with determination and a positive outlook.

This is manifested through fighting exhaustion from work, but still, though it was tough they tend to push through education for a better future.

“Syempre, challenge pud kaayo…kanang bation na ka ug kakapoy kay gikan pa ka sa trabaho nya kanang labanan jud nimo ang kakapoy ba kay para lang sa kaugmaon na imo gihuna-huna…para ra gihapon ni sa akong kaugmaon,”-IDI-P2 (“Of course, it’s really challenging… when you start to feel tired because you just came from work, and you really have to fight that exhaustion because you’re thinking about your future… this is all really for my future.” — IDI-P2)

Also, by staying focused as much as possible, despite discouragement, one can achieve an academic milestone, and it can be something to be proud of that promotes positively on their well-being. This was emphasized through IDI-1 sharing.

“Nag-eskwela ALS, gikantyawan pa gani ko.. Sa dihang nag-eskwela ko ALS ug sa dihang naka-graduate ko, nakaingon gud sila may kay nipadayon jud ka… Congrats na lang jud sila.. Ginaignan gali ko nila sauna ‘taas na kaayo ang lubi para mu-eskwela ka’…sige lang palapos lang sa pikas dalunggan.. Lahi ra jud naka-graduate ko sa junior high.”-IDI-P1 (“When I started studying in ALS, I was even teased… When I enrolled in ALS and eventually graduated, they ended up saying, ‘Good for you, you really continued… Congrats.’ They used to tell me before, ‘The coconut tree’s already too tall for you to be studying again’ (meaning I was too old). But I just let it go in one ear and out the other. It really feels different now that I’ve graduated from junior high.” — IDI-P1)

In agreement, FGD-P8 also shared the same perspective when facing discouragement; one should deal with positivity and prayer, believing that success is possible.

“Ah same lang pud sa iyaha ma’am, kay , murag ibalance lang then think positive lang tas sabayan lang ug ampo, ana lang.”-FGD-8 (“Ah, it’s the same for me too, ma’am—just try to balance everything, think positively, and accompany it with prayer. That’s it.” — FGD-8)

Complementary to the discussions so far, FGD-P7 also shared that spiritual foundation and self-trust, helped them as they coped up. Emphasizing the belief that life may be difficult, but with self-trust and prayer, no problem is insurmountable.

“Then ano lang ma’am, pag salig lang sa kaugalingon na kaya nimu bisan unsa pa man nga kuan sa kinabuhi, unsa pa may mga struggles sa kinabuhi. Always pray ug kanang trust jud ka sa imung kaugalingon ug maminaw ka sa mga tambag sa imung pamilya, wala juy posible nga di jud malampasan ng imuhang problema.” FGD-P7 (“Then, ma’am, just believe in yourself—that you can do it no matter what challenges life may bring. Always pray, truly trust yourself, and listen to your family’s advice. There’s really no problem that you can’t overcome.” — FGD-P7)

The motivation of ALS graduates is deeply shaped by their resilience in overcoming physical, emotional, and academic challenges. Life hardships like financial struggles and lack of support test their mental strength, yet they persist, developing a positive mindset and spiritual resilience. Completing ALS becomes a source of pride, boosting self-esteem and reinforcing their ability to overcome fear and self-doubt. This journey strengthens their motivation, empowering them to embrace growth, pursue higher education or careers, and contribute to their families and communities. Through education, they gain confidence, adaptability, and a lifelong drive for better opportunities.

Career Accomplishment of ALS Graduates

Most of the participants as ALS graduates shared how ALS provided them with an unexpected opportunity to change their life, especially by returning to education. It represented not only an educational milestone but also a transformation in how they see themselves—moving from a place of uncertainty or feeling stuck to realizing their potential. The empowerment comes from the ability to take control of their future, make choices, and pursue something that once seemed out of reach.

Within the ALS program, they were able to empower themselves as they experienced the dynamic relationships established and the opportunities offered in their educational journey. For example, the change experienced by IDI-P4 wherein ALS opened doors for one to graduate and now have a career in teaching.

“dako jud kaayug tabang ang ALS kay ako nahimong teacher, dili sad lang ako nilambo sa kinabuhi, daghan pud mi nilambo tungod anang ALS kay makaingon ko, “Sa ALS ang saya, sa ALS may pag-asa”-IDI-P4 (“ALS has really been a big help because I became a teacher. It didn’t just improve my life, many of us have improved because of ALS. I can truly say, ‘In ALS, there is joy; in ALS, there is hope.’’ — IDI-P4)

One also expressed that finishing studies feels rewarding and reinforced their optimism to look forward to new opportunities ahead. This is shared by IDI-P2.

“sa karun nga sitwasyon nga nakagraduate na ko nga maka-ingon ko sa akuang sarili nga murag, kanang, kumbaga, naa bitaw ka sa balay nga gikulong ka nga di ka kagawas, so katong, pag graduate na ko, naka-ingon ko nga murag, ay naabrihan na na ko ang pultahan ba. Naabrihan na ko ang pultahan nga makagawas ko nga murag kanang, lami sa paminaw nga makaproceed na ka sa next level sa kinabuhi ba.”-IDI-P2 (“In my current situation, now that I’ve graduated, I can say to myself that it’s like being locked in a house where you can’t go out. But when I graduated, I felt like the door was finally opened. The door was opened, and I could step out. It felt so good to know that I could now move on to the next level of life.” — IDI-P2)

Gaining new knowledge through ALS has also empowered one to achieve more, as shared by IDI-P1.

“Ang nakuha jud nako sa ALS maam na empowerment maam…kanang…kanang knowledge jud maam. Sauna bulok jud kaayo ko. Mao jud na-apply sa ako kinabuhi maam. Nakabalo ko anang…anang mas lalom pa jud nga mga kanang kahulugan sa pag-eskwela… Nya the more…daghan jud kaayo ko nakat-onan jud ana..”-IDI-P1 (“What I really gained from ALS, ma’am, is empowerment… that knowledge, ma’am. Before, I was really not knowledgeable. That’s what I applied to my life, ma’am. I learned the deeper meanings of education… and the more I went through it, the more I learned a lot.” — IDI-P1)

With the help of ALS and the opportunities offered within the program implemented by the Department of Education, one was able to achieve and mold oneself and graduated. This is shared by FGD-P7.

“Dako jud ang empowerment ang nakahatag sa ALS, tungod sa Department of Education programa kay isa nakalampos ko ug eskwela, ug isa pa, na mold ko sa ALS ug akuang mga kanang kahiligan ba, nagamit jud.”-FGD-P7 (“The empowerment that ALS gave me is really big, especially because of the Department of Education’s program. It helped me finish my education, and also, it molded me in terms of my interests (into skills), which I was able to use.” — FGD-P7)

Indeed, as shared by FGD-P6, the ALS program offers a life-changing opportunity, leading to college education.

“Tungod aning ALS ma’am noh gitagaan jud ko niya ug kining opportunity na mabag-o akuang kinabuhi, isa jud kaayo na nga nabag-o jud akuang ginakabuhi na wala ko nag expect na mobalik ug eskwela. Tungod sa ALS, mao ni, college na ako karun.”-FGD-P6 (“Because of ALS, ma’am, it really gave me the opportunity to change my life. It’s something I never expected, to go back to school. Because of ALS, here I am, now in college.” — FGD-P6)

The significant life changes that the ALS graduates experienced from their past may have taken them off track but as they shared their narratives of empowering themselves, they were also able to redirect themselves in the process.

They shift focus from past setbacks or distractions to a renewed commitment to education and personal growth. This redirection allows them to take charge of their future, reinforcing a sense of empowerment. Through the process of overcoming obstacles and persevering in their studies, ALS students not only gain academic success but also develop a deeper understanding of their own strengths and potential. This newfound empowerment fuels their personal accomplishment. The empowerment they feel is often rooted in overcoming the barriers that once seemed insurmountable and achieving something that can open new opportunities for them and their families.

Specifically, one coped with the challenges mentally, where IDI-P3 shared that before joining ALS, depression often led one to skip classes and spend time at the internet station playing.

“balik balik ko’g first year high school, ma’am, for two years kay na kuan man gud ko atu ma’am, bale akoang uhm, way of kanang, kay murag nahulog na depressed ko atu na time, ma’am. Bale akong way of kaning para malimtan nako ang mga problems is magdula ko ug internet so mao tu naga cutting classes ko ma’am. Mao tu nga, dili ko maka graduate.” -IDI-P3 (“I repeated first year high school, ma’am, for two years because during that time, I was going through something. I was sort of depressed, ma’am. My way of coping with problems was to play on the internet, so that’s why I started cutting classes. That’s why I wasn’t able to graduate.” — IDI-P3)

Despite the family’s judgment and the stereotypes associated with ALS students, one also was able to redirect his/her focus and ultimately graduated. According to IDI-P4, the experience of judgment directly from the family was very hurting, but then, it did not discourage one’s will and determination.

“Oh, dili mojudge kay akoang pamilya murag number one mo down, mo judge sa imuha “Ay, ALS raman ka” ana ana. Kay ngano, unsa man diay ng ALS diay? Atik atik lang?”-IDI-P4 (“Oh, don’t judge because my family is like the number one who brings me down, they judge me by saying, ‘Oh, you’re just an ALS student.’ Why, what’s wrong with ALS? Is it just a joke?” — IDI-P4)

On the intrinsic aspect, redirecting oneself means deeply also as personal transformation, such as shared by IDI-P1, who used to present as a ‘bad boy’ with long hair, plenty of tattoos, and a negative demeanor, but one successfully reinvented oneself into someone better.

“Lahi ako itsura sauna maam na wala pa ko nag- ALS… Long hair kaayo ko ug buhok, murag dili ko estudyante tan-awon maam …murag bad boy…tan-awa ni maam, daghan kaayo ko ug tattoo …Nakapabag-o jud siya kay once si teacher nag-ingon sa akoa, bag-oha jud ninyo nah inyo attitude kay naa jud na sa akoa sauna…Nabag-o jud pud maam akoang batasan, lahi ra sauna ug karon.”-IDI-P1 (“I looked different before, ma’am, when I wasn’t in ALS. I had long hair, and I didn’t look like a student, ma’am… I looked like a bad boy… Look at me, ma’am, I had so many tattoos… ALS really changed me because once, a teacher told me, ‘You really need to change your attitude,’ because I had that attitude before… My behavior really changed, ma’am, it’s different now compared to before.” — IDI-P1)

Another one used to be a war freak with a consistently negative attitude and constant anger, but over time, one gradually changed and improved a lot better. This was shared by FGD-P6.

“murag nagbag-o ko, kaning, murag lain siya paminawon kaning well-freak [war-freak] gud kaayo kanang I don’t know basta kanang ugali na ko sauna, basta kaning, kaning gala, kanang galit na ugali, kanang ugali ma’am ba, kanang ing-ani gud siya. Since nag eskwela ko sa ALS murag nagkahinay-hinay nagkabag-o siya ug murag nag improve pud gamay akuang batasan, nawala-wala na to akuang batasan sauna nga di ko makasabot na unsa man to na klase na batasan to oy. Oo, usa jud na siya maam sa akong personality nabag-o jud siya maam. Oo, nag-grow ko maam.”-FGD-P6 (“It’s like I changed, it sounds a bit strange, like I was very well-freak [war-freak] before, I don’t know, but it was that attitude before, the rebellious one, the angry attitude, that kind of behavior, ma’am, that’s how I was. Since I started studying in ALS, it slowly changed, and my attitude improved a little. That attitude I had before, I didn’t understand what kind of behavior that was. Yes, it really changed one aspect of my personality, ma’am. Yes, I grew, ma’am.”

— FGD-P6)

For ALS graduates, personal accomplishment is more than gaining knowledge—it’s about transforming their identity, overcoming challenges, and shaping a new future. ALS gives those facing barriers like poverty and social exclusion a chance to reclaim control of their lives. Completing the program is a powerful victory, building self-confidence, breaking limiting beliefs, and inspiring new goals in education or careers. It allows them to move beyond their past, reinvent themselves, and embrace new opportunities. Ultimately, for ALS graduates, personal accomplishment is an empowering experience where they gain academic skills, reshape their identities, and unlock new pathways for growth, illustrating how education can break barriers, foster self-reinvention, and open up a future full of possibility.

My Viewpoints and Standpoints

As a researcher, I view the self-belief of ALS graduates as a driving force on their journey aimed to regain self-worth, prove their capabilities, and recognize the value of education. Education serves as a means of self-affirmation, helping them rebuild confidence and reshape their identities. Support from family and peers plays a key role in reinforcing their self-belief, enabling the ALS graduates to overcome self-doubt and societal judgment.

Motivation for ALS learners is driven by their resilience, perseverance, empowerment, and the support systems that guide them through challenges. Despite obstacles like financial instability and societal judgment, many develop a mindset that helps them embrace personal growth. Education not only empowers them to set new career goals but also provides an opportunity for self-reinvention, breaking free from limiting beliefs and proving their potential. The experiences of participants highlight the transformative power of ALS as they shift from uncertainty to confidence, overcome past failures, and create new pathways for the future. Ultimately, ALS fosters empowerment reshapes lives, and opens doors to opportunities that once seemed out of reach.

DISCUSSIONS

Elaboration of Themes and Subthemes

The Self-Belief of ALS Graduates

Self-belief emerges as a key driver, with participants gaining self-worth, recognizing the value of education, and feeling uplifted by the support of family and peers. These factors not only sustain their academic and personal aspirations but also reinforce their sense of purpose. Añasco (2024) assessed the impacts of the ALS program on learners’ self-esteem, confidence, and literacy development, highlighting how increased self-worth contributes to their educational engagement. Idulsa and Luzano (2024), on students’ academic engagement in ALS, found that students have strong internal fulfillment and willingness to engage in learning activities driven by internal goals. In addition, Bucanegra et al. (2020) identified family support as a key source of aspiration, reinforcing learners’ moral disposition.

Gaining Self-worth

Gaining self-worth fuels self-belief among ALS learners, as education empowers them to overcome challenges, build confidence, and recognize their potential to achieve personal and professional goals. Globally, alternative education programs have shown similar impacts, with Somieari-Pepple (2023) noting that adult education in Nigeria enhances students’ dignity, self-esteem, and societal participation, while Rosmilawati (2023) describes how Indonesian alternative schools empower at-risk students by boosting self-worth and academic success. It is also observed in the study of Lim et al. (2017), where the ALS program boosted the determination to learn, which accordingly, participants exhibited improved coping mechanisms in response to educational challenges, resulting in a significant positive effect on their lives.

Valuing Education

Many face personal, financial, or social challenges that hinder access to formal education, but still, seeing the value of education drives them, making intrinsic and extrinsic motivation essential for success. It drives persistence despite obstacles, fosters resilience, and keeps learners committed. De Guzman et al. (2019) highlight how over-aged ALS returnees in Caloocan City persist academically by staying committed, building relationships, and managing time effectively to achieve life goals, better job opportunities, and personal growth. Similarly, Faa (2020) found that ALS learners behind bars value education as a means for redemption and a fresh start. Pascual et al. (2022) identified aspects such as completing high school, supporting families, and achieving dreams, emphasizing education’s role in social mobility and lifelong aspirations despite adversities.

Support from Family, Teachers & Peers

Family, teachers, and peers sustain through engaging instruction, goal-setting, and real-life applications. Gauntlett (2019) emphasized that students draw on inner strength, insight, and support networks to build confidence, thrive socially, and find meaning in adversity. In addition, Abasolo (2017) developed a scheme of action for an enhanced Alternative Learning System in Talisay, Cebu, and highlighted its scheme of action involving the role and support of the parents, peers, ALS implementers, and government officials. Estrada et al. (2019) highlighted themes influencing self-worth among adolescents in the Alternative Learning System (ALS), with a key theme, fostering belongingness, which emphasizes the role of a supportive community in boosting self-esteem. This confirms the interrelation of self-belief sub-themes in this study, namely, gaining self-worth and support from family, teachers, and peers.

The Motivation of ALS Graduates

Motivation remains crucial to ALS learners’ experiences, as they often juggle academic responsibilities with personal hardships, emotional struggles, and economic difficulties. Abregoso and Dioso (2024) emphasized that despite these challenges, ALS learners exhibit resilience and determination, which are crucial for their overall well-being and motivation. Calo and Salvaña (2024) also emphasized the role of academic motivation in inspiring themselves to learn and achieve, suggesting that fostering resilience can help learners overcome these challenges. UNESCO (n.d), in partnership with the Department of Education in enhancing the ALS curriculum, is focused on increasing the number of successful out-of-school girls by building their resilience and self-confidence, thereby helping them overcome fear and self-doubt, which is crucial for their motivation and academic success.

Physical and Emotional Struggles

Many ALS students struggle due to hardships like physical exhaustion, financial instability, and lack of support, impacting their mental health. Despite this, they persist academically, proving their ability to rise above setbacks. Ucab & Luzano (2023) noted that ALS learners face economic instability, making it difficult to meet basic needs and balance family and school responsibilities, leading to restlessness, missed classes, and time management struggles. Similarly, Camacho et al. (2022) explored the experiences of ALS graduates and discovered that the respondents faced a variety of problems, including physical factors, financial issues, age gaps and differences, peer pressure, a lack of support, and prejudice. To address these challenges, Mehra et al. (2021) highlighted psychosocial support in rehabilitation programs to enhance ALS learners’ physical and mental well-being.

Thriving through Academic Challenges

The motivation of ALS graduates is also shaped by their resilience in overcoming academic challenges. Pascual et al. (2022) identified themes of insecurity, fear, pressure, financial instability, low self-esteem, and academic difficulties. Another study has pinpointed six primary areas in assessing the challenges faced by ALS learners, which included completing learning activity sheets, comprehending reading materials, managing their time, financial concerns, family issues, and personal challenges (Wayas & Dinoro, 2023). ALS graduates in the teacher education program employed various strategies to navigate academic challenges, including self-study, active participation in class, socialization with peers, and seeking assistance when needed. These approaches helped them adapt to the rigorous demands of tertiary education (Umbao & Ventura-Escote, 2023).

Battling Life Hardships as an ALS

Overcoming life hardships in the Alternative Learning System (ALS) strengthens learners’ resilience, fostering personal growth, emotional stability, and overall well-being despite academic and personal challenges.

EDCOM 2 Communications (2024) noted that socio-economic barriers like financial struggles and work obligations hinder ALS learners’ completion. Similarly, Boncales and Aliponga (2023) emphasized the challenge of balancing education with work or family duties, affecting academic performance and motivation. The study of Libo-on and Catunao (2023) addresses the persistent issue of illiteracy and its impact on economic growth, linking academic challenges to the well-being of ALS learners. Meanwhile, Vismanos et al. (2024) highlighted the vital role of family support in helping ALS graduates navigate challenges, fostering resilience, and maintaining focus on their goals, thus strengthening their motivation.

Being Proud as an ALS

Despite the difficulties experienced, ALS graduates exhibit resilience, specifically, learning to take pride in their achievements and fostering a mindset that pushes them forward. Salendab and Cogo (2022) found that ALS effectively meets education needs, enhances life skills, and improves quality of life. Learners perceive ALS as a path to future education and work, fostering self-reliance, discipline, and pride in their growth. The study of Romulo et al. (2023) revealed insights that ALS learners manifest a certain kind of behavior and attitude, which translates their hardships and sufferings to a desire or a passion to do what they want to become with the hope for a better future fostering pride and well-being. Reoperez (2023) emphasized how ALS equips learners with essential skills and confidence, fostering appreciation from supportive teachers and passing the national exams brought joy and encouragement, with some receiving financial aid for college. Further, discussing that basic literacy ALS learners took pride in improving their reading, writing, and math skills, gaining confidence to pursue jobs and further education. ALS serves as a vital stepping stone toward personal and professional growth.

Overcoming Fear and Self-Doubt

ALS graduates navigate life’s difficulties while fostering resilience, positivity, and spiritual strength to adapt amidst adversity. Completing ALS boosts their self-esteem, proving their ability to succeed. Overcoming fear and self-doubt builds confidence, allowing them to embrace opportunities. Bometivo et al. (2024) highlight ALS passers’ struggles in adjusting to tertiary education, their coping strategies, and how support systems and education boost their confidence and identity commitment, fostering personal growth. Similarly, Smith and Brown (2022) emphasize that addressing self-doubt empowers learners, as seen in a school-based wellness program where participants transformed from self-doubt to pride. Ultimately, the ALS journey builds resilience and empowerment, aligning with the Adult Learning Alliance of Arkansas (2023) that adult learners overcome fear by adopting a growth mindset, seeking support, and setting realistic goals, enhancing well-being and academic success. Participation in the ALS program in the Philippines as reported by Robles (2023) has been instrumental in helping learners rebuild their self-worth, as evidenced by success stories of individuals who overcame personal challenges to achieve educational and professional goals.

Fostering Resilient Mindset

Within the experiences of ALS graduates, an integral force of their well-being is being resilient, which is evident in how they take pride in overcoming fear and self-doubt and embracing learning despite obstacles. Teachers who were the participants of the study, Alviso and Tacadena (2023) found that ALS volunteer teachers draw motivation from their students’ resilience. Despite challenges, students’ determination inspires educators, highlighting the deep connection between teaching and fostering perseverance. Similarly, Henderson et al. (2018) found that resilience in alternative education programs thrives through inclusion and support. Educators feel empowered by advocating for Black and Latino students, while the environment fosters resources, relationships, and self-efficacy, promoting a forward-looking mindset. Coherently, Zolkoski et al. (2015) view resilience as an ecological process shaped by both protective and risk factors. Student resilience strengthens through positive disposition, supportive families, and community support from teachers and extended family.

The Career Accomplishments of ALS Graduates

Career Accomplishments of ALS graduates manifested their self-reflection and perseverance, developing a stronger sense of self-efficacy enabling them to take control of their futures. Camacho et al. (2022) highlighted the transformative impact among ALS graduates. Respondents stressed the importance of completing education, striving towards their aspirations despite obstacles and expressed gratitude for ALS opportunities through government support. Accion et al. (2020) found that working while studying fosters responsibility, independence, and problem-solving skills. The study of Egcas and Garganera (2019) described how one ALS graduate who became a teacher viewed the program as a “great equalizer,” helping to overcome feelings of inferiority after years of being out of school. This reflects the transformative journey of ALS graduates as they empower themselves and redirect their lives toward meaningful goals.

Empowering Oneself

ALS empowers graduates with skills, adaptability, and renewed purpose, proving education can break barriers and unlock new opportunities. Completing the program is a personal victory, fostering self-confidence, breaking limiting beliefs, and inspiring new goals in education or careers. Cucio & Roldan (2020) explored ALS implementation among Indigenous People in the Philippines and found the IPED Framework creates spaces for functional literacy, self-esteem, skills, and leadership development. Pascual et al. (2022) emphasized that ALS graduates described college education as akin to a survival-of-the-fittest scenario where their experiences also emphasized the importance of self-determination, as ALS graduates sought inspiration, exerted effort, practiced patience, and maintained diligence to overcome challenges. Siddiqui and Srivastava (2023) highlight empowerment as a key aspect of inclusive growth. While inclusive growth creates opportunities, empowerment enables individuals to take control, influence decisions, develop skills, express views, access resources, and build networks.

Redirecting Oneself

ALS offers those facing barriers like poverty or social marginalization a chance to reclaim their futures. It enables them to confront past struggles, reinvent themselves, and shift from feeling “left behind” to actively shaping their futures. A case study by Guiamalon et al. (2022) explored the impact of ALS in Cotabato. It highlighted achievements of ALS passers, such as graduating to tertiary education with flying colors and even ALS learners who are in jail that were able to pass the equivalency and accreditation. Similarly, the participants of Egcas and Garganera (2019), who are mostly out-of-school youth, ‘kasambahay’, indigenous people, and children in conflict with the law, perceived ALS as a ‘life changer’ manifested in the improvements in their personalities and ways of life. A distinct characteristic of ALS is its ability to cater to a highly diverse group of learners. Despite their differences, Arzadon and Nato (2015) explained that ALS students share a common goal of engaging themselves in educational processes that equip them with higher qualifications. They perceive education as a pathway to enhancing their lives and boosting their self-confidence while navigating an increasingly uncertain and globalized world.

Implication of the Study

In examining the experiences of Alternative Learning System (ALS) graduates, it became evident that self-belief, motivation, and career accomplishment are deeply interconnected, with self-efficacy playing a vital role. Participants gained self-worth and recognized the value of education through supportive relationships with family, peers, and educators, which uplifted their belief in their capabilities. Despite facing physical, emotional, and academic challenges, ALS graduates developed resilience by overcoming hardships, taking pride in their achievements, and conquering self-doubt. Their experiences towards empowerment and redirection aligned with Bandura’s (1977) Self-Efficacy Theory, which posits that individuals’ beliefs in their abilities profoundly affect their actions and success. As an individual’s self-efficacy strengthens their self-belief, they are more likely to engage in and persist with challenging tasks, driving their motivation to achieve personal and professional goals. This relationship emphasizes the importance of fostering environments that support and build self-efficacy to promote positive educational outcomes.

To effectively align the Philippines’ Alternative Learning System (ALS) with the Sustainable Development Goals (SDGs), particularly SDG 4 (Quality Education) and SDG 10 (Reduced Inequalities), it is crucial to enhance and expand ALS programs. This could involve policies that increase access for marginalized groups, integrate mental health and well-being support to reduce dropout rates and provide skills-based training and livelihood programs in collaboration with both the government and private sectors. These efforts will empower ALS graduates to pursue higher education or entrepreneurship, contributing to economic growth and social equality (SDG 8). Teachers and coordinators must be equipped with innovative teaching, counseling, and livelihood skills to foster a student-centered, inclusive environment. Moreover, strengthening community and stakeholder engagement, including families and local organizations, will help ensure ALS students not only complete their education but also succeed in their career paths.

Future Directions

As alternative education systems continue to evolve worldwide, the findings from this study on Alternative Learning System (ALS) graduates’ journey toward career empowerment can inform future research and program development in a global context. For future research, a quantitative approach can be utilized to find out whether motivation significantly mediates the correlation between self-belief and career accomplishment. Furthermore, the emerging sub-themes may be used as indicators to investigate the relationship among these variables. Future investigations may also consider influences such as stress, academic burnout, and career dissatisfaction, as these factors may affect learners’ motivation, self-belief, and long-term career outcomes. Understanding how ALS graduates cope with failure, stress recovery, and competitive anxiety can further deepen insights into the dynamics of career empowerment within alternative education.

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