World Education Connect Multidisciplinary e-Publication, Vol. VI, Issue VI (June 2026), pp.293-300
Jimp Israel S. Cabuhat
Polytechnic University of the Philippines
Abstract
This study examines the governance and management of the Alternative Learning System (ALS) 2.0 in the Division of Bulacan, Philippines, focusing on strategic goal implementation, program quality, and learner-centered teaching. Employing a quantitative descriptive–evaluative design, data were gathered from 656 ALS learners and 129 ALS teachers using a validated survey instrument anchored on the ALS 2.0 framework. Descriptive statistics and multiple regression analysis were used to analyze the data.
The results show that mid-career female educators make up much of the instructional workforce, and a sizable percentage of them are actively pursuing graduate-level professional development. Young adults from low-income households make up most of the learner population, and they are distinguished by the conflicting demands of both academic pursuits and employment. Although there is a noticeable perceptual difference between educators and learners, with the former reporting higher efficacy levels than the latter, empirical data show that strategic goal implementation is extremely effective (M = 4.18).
The program's quality was rated as very satisfactory (M = 4.40), and while resource allocation is still a major challenge, instructional methodologies and skill development emerged as key positives. Additionally, a strong integration of adult learning concepts, such as the acknowledgment of learner maturity, motivation, and experiential knowledge, was demonstrated by the strong implementation of learner-centered teaching approaches (M = 4.31). Learner-centered instructional quality is significantly predicted by teacher position and educational attainment, according to regression analysis.
The study concludes that although ALS 2.0 shows a high degree of policy-to-practice alignment, the program's sustainability depends on improving governance mechanisms, addressing inequalities in resource allocation, and putting in place focused professional development to enhance implementation fidelity and the overall learner experience.
Keywords: Alternative Learning System (ALS); Governance and Management; Learner-Centered Teaching; Polytechnic University of the Philippines (PUP); Open University System (OUS).
https://doi.org/10.65494/pinagpalapublishing.369
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