The purpose of this study was to understand the lived experiences and motivations of students enrolled in Dalipuga National High School's Alternative Learning System (ALS) in Iligan City. A purposive sample of ALS students from the specified locality participated in the study, which was carried out throughout the 2024–2025 school year. To identify significant patterns and viewpoints, the study employed a qualitative-descriptive research approach and conducted a thematic analysis of learner narratives. According to the findings, students joined ALS to continue their education after a break, pursue professional objectives, and overcome systemic obstacles, including peer pressure and poverty. Despite highlighting a discrepancy between learned skills and labor market demands, many respondents indicated their desire for vocational jobs and work abroad. The inaccessibility of financing for business and the absence of official job placement assistance were two other major obstacles that learners had to overcome. Despite these obstacles, respondents showed strong resilience, viewing education as a stepping stone to socio-economic mobility. Most respondents came from low-income households, further emphasizing ALS as a critical pathway for marginalized youth to re-engage with education and aspire for better opportunities. An action plan was developed to enhance the employability, entrepreneurial readiness, and educational retention of ALS learners by implementing targeted vocational training, flexible learning strategies, industry partnerships, and systematic support mechanisms.
Magsayo et al. (Mon,) studied this question.