it should discuss and get a feedback or respnd from the interested candidates in this programe. i think only thy can clear the picture of it.

You're correct: data consistently show a steep attrition curve—from initial mapping to enrollment, and from enrollment to certification (Department of Education [DepEd], 2022). This is not unique to the Philippines. Across the Global South, non-formal education (NFE) programs face similar challenges due to the complex realities of learners who are often balancing work, family responsibilities, and economic survival.

Drawing from research and field-based practices, I’d like to highlight several evidence-based interventions that have demonstrated effectiveness in improving retention in NFE systems, and how they might be adapted thoughtfully to the ALS context.

1. Contextualized and Flexible Pedagogy (Pedagogical Intervention) One of the most impactful strategies is the localization and contextualization of curriculum content. When learning is tied to learners’ daily lives—especially in mathematics and literacy—it becomes meaningful and relevant. For example, in rural Mindanao, a pilot program integrated numeracy into agricultural cycles, teaching measurement during planting and profit/loss calculations during harvest seasons. This approach led to a 40% increase in engagement over six months (Bernardo, 2020).

This aligns with Freire’s (1970) concept of education as praxis, where knowledge emerges from lived experience. In mathematics education, this means moving beyond abstract drills to real-world problem-solving—calculating interest on loans, budgeting household expenses, or measuring land area.

Adaptation for ALS: Train ALS facilitators not just as instructors, but as curriculum co-designers. Equip them with tools to conduct rapid learner needs assessments and adapt materials to local livelihoods. A fisherfolk learner is more likely to persist if math lessons involve tide schedules and market pricing.

2. Peer Learning and Community Mentorship (Community-Based Intervention) Social isolation is a key factor in dropout. Studies show that peer support systems significantly enhance retention. In Cambodia, BRAC’s non-formal education model established learner-led study circles with rotating peer mentors. Older learners who passed accreditation became “learning champions,” supporting newcomers. This built social capital and a sense of belonging, increasing completion rates by 35% (UNESCO, 2019).

Adaptation for ALS: Formalize a “Buddy System” within ALS Community Learning Centers (CLCs). Pair new enrollees with graduates or near-peers. Recognize and compensate these mentors modestly—perhaps through transportation stipends or mobile data credits. Community ownership increases accountability and emotional support.

3. Integrated Support Services (Policy-Driven Intervention) Education does not exist in a vacuum. When learners face hunger, lack of childcare, or health issues, attendance becomes secondary. The success of BRAC’s NFE programs in Bangladesh is largely due to their integrated model—linking education with microfinance, health services, and childcare (Ahmed, 2009). Women were more likely to complete programs when their children had safe spaces to stay during sessions.

Adaptation for ALS: Advocate for multi-sectoral ALS hubs—collaborations between DepEd, DSWD, LGUs, and local health centers. Imagine an ALS session held in a barangay health center where learners can access medical check-ups, parenting workshops, or apply for Pantawid Pamilya benefits. Reducing the transactional cost of learning is critical.

4. Micro-Credentialing and Incremental Recognition Waiting two years for accreditation is too long for someone needing immediate validation. In Latin America, telesecundaria programs introduced modular certification, where learners earned badges for completing foundational modules. These were recognized by local employers and cooperatives, making education feel immediately useful (Murillo, 2017).

Adaptation for ALS: Introduce ALS Learning Milestones—certificates for completing foundational literacy, digital skills, or financial literacy modules. These can open doors to short-term livelihood programs, making education feel immediately useful and motivating continued participation.

5. Technology-Enhanced Engagement (Hybrid Strategy) While digital access is unequal, even basic mobile phones can support retention. In a study in Bohol, ALS facilitators used SMS to send weekly motivational messages, reminders, and mini-quizzes. Completion rates rose by 18% compared to control groups (Garcia & Ramirez, 2021).

Adaptation for ALS: Develop a low-bandwidth ALS learner engagement system—SMS or voice-based—coordinated through regional facilitators. Use it not just for logistics, but for affirmations: “You’ve completed 3 modules—your community needs your voice!”

Conclusion: Rethinking Retention as a Systems Challenge Retention in ALS cannot be solved by pedagogy alone. It requires a whole-ecosystem approach—flexible policies, contextualized teaching, community ownership, and integrated support. As Freire (1970) reminds us, education must be a practice of freedom, not a tool of compliance.

We must also challenge our metrics. Retention isn’t just about certification—it’s about agency, dignity, and re-engagement with lifelong learning. Some learners may not finish, but they may gain confidence to advocate for their children’s education or start a small business. These are victories too.

So, to answer your question: effective interventions are those that center the learner’s whole life, not just their academic gaps. In ALS, this means policies that are flexible, pedagogy that is relevant, and communities that are mobilized as co-educators.

Let’s stop asking, “Why do they drop out?” and start asking, “How can we walk with them?”

To address the low retention rates in the Alternative Learning System (ALS), a strategic, multi-faceted approach is essential. By leveraging data-driven interventions, we can identify at-risk learners early through predictive analytics and implement performance-based incentives for both students and facilitators. The agency can develop a system to identify at-risk learners early on. By analyzing data points such as attendance, module completion rates, and learning pace, the system can flag students who may be on the verge of dropping out. This allows facilitators to provide proactive, targeted support before a learner disengages completely. The policy would be to mandate the use of this system across all ALS centers and to integrate it with a centralized database for national-level monitoring. Policy-based reforms are needed to create flexible, learner-centered enrollment policies that accommodate individual circumstances.

Move beyond traditional printed modules to incorporate blended learning approaches. This could involve providing learners with tablets or access to online platforms with interactive content, video lessons, and online quizzes. This makes learning more engaging and accessible, especially for those who can't attend physical sessions regularly due to work or family commitments. The policy would be to secure partnerships with technology companies and telecommunication providers to ensure all learners have access to the necessary tools and internet connectivity.

Develop a pedagogically-sound model that integrates the ALS program with community support. This includes training community leaders as "learning coaches" or mentors who can provide moral support and academic guidance. The policy should mandate the creation of a local "Community Learning Center" network where learners can gather, access resources, and form peer support groups. This addresses the socio-emotional needs of learners and helps foster a sense of belonging and accountability, which are crucial for retention.

To motivate both learners and facilitators, policies could be enacted to provide incentives based on tangible outcomes. For learners, this might include small stipends, free transportation, or access to resources upon the completion of a module or a specific number of sessions. For facilitators, a performance-based payment system or a bonus tied to their learners' retention and completion rates could encourage greater effort and commitment.

Since ALS learners have diverse backgrounds and needs, a single curriculum is often inadequate. Pedagogical plans should focus on differentiated instruction, providing multiple learning pathways that cater to different skill levels and learning styles. This could include creating specialized modules for learners who are seeking specific vocational skills, or providing more foundational support for those with low literacy levels.

Furthermore, needs-responsive and pedagogically-sound plans should introduce diversified learning pathways and integrate technology through blended learning models. Lastly, strengthening community support systems with trained mentors and local learning centers can foster a sense of belonging and accountability, ultimately bridging the gap between enrollment and successful completion.

I agree that the downward trend of learner retention, as revealed in data, is a big challenge in ALS. While I have not directly taught in ALS, my experiences in Junior High School and now in college mirror some of the same issues that ALS learners face—particularly attendance struggles, financial pressures, and competing personal responsibilities.

From my teaching experience, a few interventions are effective in my context and can be adapted in ALS at improving retention:

• A more flexible schedule or pacing among ALS learner: In high school, I noticed that strict early schedules (like the 7 AM assembly) discouraged learners who lived far away. Allowing flexible entry or differentiated pacing for requirements helped reduce absenteeism. This same principle can be applied in ALS, where many learners juggle work or family obligations.
• Advising and Mentoring: In college, students who were single parents or working part-time were more likely to persist when they had consistent support from faculty members who understood their situation. Personalized guidance, whether from teachers or community volunteers, can make learners feel valued and motivated to continue. This is our CASAMA program at SRCB - Teacher Education Program.
• More emphasis on practical and skill-based learning activities: I have seen students in both high school and college become more engaged when lessons were connected to their real-life goals—whether that meant applying lessons in family businesses or using academic skills in part-time jobs. For ALS learners, integrating livelihood skills, financial literacy, and community projects into lessons can help them see the direct value of staying in the program.

Adapting these strategies to ALS means designing relevant policies and community support initiatives that acknowledge the realities of learners’ lives. For example, providing stipends or incentives for consistent attendance, or involving families and local leaders in supporting learners can help bridge the gap between mapping and program completion.

Truly, retention improves when learners see that education is not just another burden competing with their responsibilities, but rather a tool that empowers them to meet those responsibilities more effectively.

This is a very complex challenge that the educational system in the Philippines has been facing. According to the Year Two Report of EDCOM II (2025), the national dropout rate of higher education is at 39% with Bangsamoro Autonomous Region in Muslim Mindanao as the highest at 93.4%. This is only for the collegiate level. What about in terms of Basic Education? In an article by PhilStar dated June 22, 2023, EDCOM II reported that 4 out of 10 students who enrolled in grade 1 leave school by grade 10. This shows that 40% of young learners do not finish basic education which poses a big problem in terms of literacy among the youth in the Philippines. Even the Alternative Learning System is facing these challenges. In an article by IMTNEws (2024), UNICEF reported that only 49% of learners completed the program in 2022. All these data tell us that the decline in enrollment and the increase of dropouts in the Philippines are systemic problems that need to be addressed not with a one-size-fits-all mindset. There is a need to empower the districts and regional offices of the Department of Education to identify the problems in their own backyard.

In my own context, I have seen the struggle of learners in understanding the relevance of education in their future professions. Given the rapid development of technology that paves the way for job opportunities that would not require a college degree, a lot of students now question the need to undergo all these difficult topics as they don’t see how these can help them in their future careers. Take for example being a content creator. One doesn’t need to finish or complete a particular college degree to be a content creator and have one’s creativity monetized in different social media apps. This kind of mindset is not lost on our learners. They learned that at a very young age success stories of people who did not finish school but are still doing well in life.

This leads me to my answer to the question, aside from attending to their basic needs such as food and finances (which should be a top priority), it is highly important to do a profile assessment of the learners who enroll in the Alternative Learning System. Most of the clientele are people who dropped out from formal schooling for specific reasons. Many would say that it is due to financial or economic reasons, but in our class discussion, it enlightened us that there are several push and pull factors that affect the retention of learners enrolled. In a country like the Philippines which offers a very diverse mix of cultures depending on the region, it is safe to assume that not all learners have the same concerns. Even in a particular region, districts will always have different concerns. Cagayan de Oro learners may have a different view from those who are in Bukidnon or from other neighboring provinces. This is why district offices need to conduct this type of profiling so the way they deliver their lessons or modules will fit the needs of their learners. This way, the learners can see how this would be helpful in their lives and find the importance of education in relation to their personal experiences or situations. Once they realize this, this may perhaps make them more motivated to learn and finish their education with a clearer vision in mind. Intrinsic and extrinsic motivation can really play a big factor in helping the retention of students despite whatever socioeconomic challenges our learners are facing.

This is where the pedagogy of personalized education can come in even in government-funded educational institutions. There are a few private institutions who employ personalized education in teaching, and perhaps the government can benchmark on it. Yes, it will take a while, but if we wish to bring about effective changes in our educational system, we need to take the long route in training teachers, educators, and administrators to employ this kind of pedagogy. Government officials, especially those who are sitting in the Senate and House of Representatives, should provide laws and bills that would allocate budget and resources for education instead of those which would only benefit the rich and powerful.

The old adage “It takes a village to raise a child” is still very applicable in these present times. Government officials, private institutions, educators, parents, and members of the communities should come together and do their part in making systemic changes in education to ensure that more and more learners finish their studies (whatever program it may be) and be more functionally literate to compete in the labor market.

The EDCOM 2, underscores the Alternative Learning System (ALS) failed to achieved its full potential due to alarming low completion rates, despite the rise in number of enrollment. Such disparity, urge the Department of Education to address this issue, thus highlights recommendation on mending retention and completion rate.

I am in Basic Education, assigned to teach in Key Stage 1 & 2, albeit not affiliated to ALS. However, I frequently encountered teaching personnel coming from this program in our district. In some manner, I understand the dynamics of their mode of teaching and learning. The issues and challenges actually when it comes to retention is quite similar in the Formal Education. The key is, strict and proper implementation, as EDCOM calls for, to increase learners' accessibility and responsiveness.

Among the intervention, that I have implemented in my advisory and in our school, located in a rural area in the province of Lanao del Norte, are Profiling and Home visitation. I conducted initial surveys during enrollment, spontaneous interview about goals, barriers in coming to school and their interest. In formal education, before the school year starts, we administer diagnostic tests and reading inventory to learners, thus the data helps us in crafting our intervention plan in reading and numeracy.

Home Visitation is another strategy that I implemented to augment retention rate in my class. Especially if the learner has already committed five consecutive absences, a follow-up and a letter to conduct visitation, is formally forwarded to the office of the principal. This approach is significant and valuable , because it provides me, as an educator, a deeper understanding of the learners' environment, challenges and needs.

In my experience as a teacher in a Formal Education, the strategies that I have mentioned might as well effective in the context of ALS, when it comes to augmenting learners' retention and eventually completion rates. When learners' feel ,oftentimes challenged or perhaps troubled individual, that they are being understood, they are more likely to stay. On the teacher's end, it enhances personalized or customized support, allowing a more tailored developmental plan to help learners' succeed.

I don’t have experience teaching in ALS, but I taught in the Open High School Program (OHSP) in our school, where we only met once a week. I’m also a TVL (EIM) adviser. I noticed that some of the reasons why students don’t finish ALS are like what I see in OHSP and TVL.

I believe ALS implementers are already doing their best to keep learners, but for me, I think there is a lack of support from the barangay or LGU. Many students struggle financially, and this affects their motivation to continue. I think students should be given even small financial help or snacks during classes. This kind of support can really encourage learners to stay and finish the program.

One of the recurring challenges I encountered as one of the ALS Senior High School Coordinators in a school under the Division of Bukidnon was learner retention. Many ALS learners juggle work, parenting, and other personal responsibilities, making it difficult for them to stay engaged throughout the program. Fortunately, during a one-week regional ALS-SHS training, I was equipped with strategies to better understand and respond to these learner needs. I applied a learner-centered and flexible approach — beginning with a survey of students’ preferred learning styles and availability, which helped shape our class schedule. We started with Saturday and Sunday classes, then eventually shifted to Thursdays for Grade 11 and Fridays for Grade 12, leaving the other days open for consultation and module submission. For those under the TVL track, we arranged specialized sessions with trainers so learners could develop hands-on skills beyond their academic classes.

I also conducted home visitations for learners at risk of dropping out, not only to follow up but to show that someone cared about their progress. To make learning more enjoyable and productive, we cooked meals together once a week, which created a sense of community and belonging. I allowed learners — especially lactating mothers — to bring their children to class, ensuring that parenthood wouldn’t prevent them from continuing their education. Inclusivity was a top priority: ALS learners were always part of school events, wore ALS shirts with pride, and during recognition ceremonies, those who excelled were called on stage alongside regular students to receive their awards.

Perhaps the most fulfilling outcome was seeing some learners gain the confidence to transition back into the formal school system, proving that ALS is not a dead-end, but a second chance at success. And above all, the moment that truly gave me a greater sense of purpose as a teacher was seeing them wear their togas during the SHS Graduation — a powerful reminder that with the right support, every learner can finish strong, no matter their path. These experiences prove that pedagogical flexibility, emotional support, and inclusive practices, rooted in real training and grounded in compassion, can truly transform lives and make the goals of equity and inclusivity in education a lived reality. Ray Butch D. Mahinay

It is crucial to acknowledge the competing responsibilities that ALS learners face, as their circumstances are often more complex than those of students in formal schooling. Many participants are already workers who must provide income for their families, young parents caring for children, or out-of-school youth struggling with personal or social challenges. For them, education is just one of many priorities, and unless ALS interventions are sensitive to this reality, schooling can easily take the back seat. This means that retention strategies should focus on removing barriers such as rigid schedules, inaccessible learning venues, or purely academic requirements that may feel disconnected from their daily lives. Instead of adding burdens, programs must adapt to learners’ contexts through flexible class schedules, modular options, or community-based learning spaces that allow them to balance their multiple roles.

By aligning ALS more closely with livelihood, family, and community support, learners can see the immediate relevance of education to their lives. For example, integrating literacy lessons with practical skills like financial management or livelihood training provides both knowledge and tangible benefits. Engaging families and barangay leaders to support learners at home and in the community fosters a culture of encouragement and accountability, making education a shared responsibility. When ALS learners experience this kind of support and relevance, they are more likely to take ownership of their education, stay motivated despite challenges, and persist until completion. In short, retention improves not simply because of academic interventions, but because learners feel that education truly matters in their everyday realities and aspirations.

• One of the challenges in the Alternative Learning System (ALS) is keeping learners engaged until completion, since many of them balance work, family responsibilities, and personal struggles while studying. I believe that ALS has already thought of and implemented different interventions to address this, but there is always room to strengthen and adapt these efforts to the realities of learners’ lives. Flexible learning options like modular and blended sessions are very helpful because they allow learners to study without giving up their daily obligations. It is also important that lessons are practical and relevant, such as integrating literacy and numeracy into farming, livelihood, or household tasks, so learners can immediately apply what they learn. Beyond teaching, community and family support plays a vital role—when peers encourage each other, parents understand the importance of ALS, and barangays or NGOs provide spaces and resources, learners feel that they are not alone in their journey. Recognizing even small milestones, like finishing a module or attending sessions regularly, also helps sustain motivation. When ALS becomes flexible, meaningful, and supported by the community, learners are more likely to stay and complete the program successfully.
• These strategies can be adapted to the context of ALS by first acknowledging the multiple challenges learners face in their daily lives. Since many juggle economic responsibilities, learning schedules should be flexible enough to match work shifts or farming cycles. Providing livelihood-linked lessons and integrating skills training can also make ALS more relevant to their immediate needs. For those with social and personal struggles, simple but consistent forms of psychosocial support, such as counseling sessions, mentorship, and peer groups, can help them feel valued and motivated to continue. Finally, strengthening partnerships with families, barangays, and local organizations ensures that learners have a support system beyond the classroom. By adapting these strategies to the unique realities of ALS learners, the program can truly serve as a second chance at education and a pathway to a better future.

Interventions within the Alternative Learning System (ALS) that improve learner retention go beyond learning experiences and address the complex realities learners face. Policy-driven measures, including city ordinances that institutionalize ALS support, create structural continuity by ensuring resources and partnerships last beyond short-term or project-based initiatives. Pedagogical strategies like flexible schedules, contextualized lessons, and livelihood training make education a practical pathway that meets learners’ immediate needs and supports their long-term aspirations.

Community-based approaches play a crucial role in learner retention. The Xavier Night School Alternative Learning System (ALS) exemplifies how collaboration with local governments, barangay leaders, social workers, faith-based organizations, and private partners establishes a comprehensive support network. The provision of health services, psychosocial support, and material resources enhances learners’ sense of dignity and belonging, which is often lacking in conventional education systems. Despite these efforts, high dropout rates persist and impede progress toward educational inclusivity and equity. Effective retention strategies therefore require coordinated efforts across policy, pedagogy, and community partnerships rather than isolated initiatives.

Adapting these strategies to Alternative Learning System (ALS) contexts requires analysis of how policy interventions ensure stability, how pedagogical approaches remain flexible and context-sensitive, and how community partnerships deliver holistic support for academic, social, and economic needs. Retention in ALS is reinforced not only through sustained enrollment but also by establishing conditions in which education functions as a critical support system. Such support mitigates daily challenges, fosters resilience, and incrementally creates opportunities for stability and empowerment.

Retention in non-formal education programs like the Philippines’ Alternative Learning System (ALS) is something I’ve seen as a real challenge, especially here in Cagayan de Oro. Many learners face tough economic situations, with some juggling multiple jobs or family responsibilities. From what I’ve observed, one of the most effective ways to keep students engaged is by offering flexible learning schedules. In a city like ours, where people are working in sectors like retail or manufacturing, having the option to study in the evenings or on weekends makes a huge difference. I also think providing financial assistance, like transport subsidies or free learning materials, could take some of the weight off their shoulders and keep them enrolled.

When it comes to teaching methods, I've found that a learner-centered approach really resonates. In Cagayan de Oro, where a lot of people are looking for ways to improve their livelihood, integrating vocational skills into the ALS curriculum is vital. For example, offering courses on digital skills or even local agricultural practices can keep learners more motivated. I’ve also seen that when students are able to apply what they’re learning through real-life projects, like working on community-based initiatives or local tourism, they become more invested in the program and see the value in what they’re doing.

A big factor in retention here is community support. I’ve seen firsthand how powerful it is when local leaders and businesses get involved. When barangay officials or local organizations show support for ALS, it makes learners feel like they’re part of something bigger. Peer learning groups can also work wonders, creating a sense of camaraderie and accountability that makes students want to stick with the program.

In terms of adapting these strategies to ALS in Cagayan de Oro, I think it’s all about being flexible and listening to what the learners need. We need to consider the city’s unique challenges—like long work hours and the varying access to transportation—and make sure the program accommodates that, whether it’s through mobile learning platforms or offering classes at different times. Tailoring the curriculum to local needs—like tourism, hospitality, or tech skills—could really resonate with students. And finally, making sure to regularly gather feedback from the learners themselves is key. This way, ALS can continuously improve and stay relevant to their evolving needs and goals.

I would like to believe that the establishment of ALS in Philippine education is a response to deeper societal issues we experienced as a nation. Perhaps, our education system lacks convincing power to bring all young people to school. It is always the duty of the state to make education accessible to all. The education system, as we experienced, is marginalizing some children especially the unfortunate. Therefore, this provision of the constitution fails its promise to educate all. With that, to solve the low retention of our ALS student, we have to realize that we need to fix our educational system. It is not simplistic, band aid solution. There is a deeper issue here. Low retention is just a by product of a failed educational system.

We need to have an in depth, research based, and collaborative scanning of our education system. This is too complex and too twisted tangles to solve. EDCOM 2 is doing their job well. This agency have already claimed that our education is failing and we need to start at the beginning. They have already insights about what to do. Poverty and malnutrition are somewhat the jumpstart. And by that, we need to fix by collaborating as stakeholders. Hence, for me, before we fix things, we need to have a comprehensive assessment of our educational system. In that way, we can involve others in this endeavours.