Experiences of Alternative Learning System (ALS) Graduates in Formal Schooling in the Philippines: A Meta-Synthesis
DOI:
https://doi.org/10.67903/ijroms0270Keywords:
Alternative Learning System Graduates, Meta- synthesis, Challenges in Formal Schooling, Self-resilience, Self-developmentAbstract
This is qualitative meta-synthesis study of the experiences of Alternative Learning System (ALS) graduates transitioning to formal schooling in the Philippines. Using Braun and Clarke’s (2006) thematic synthesis, the study analyzed twelve (12) Philippine-based qualitative studies published from 2015 to 2026. Data were sourced from diverse regions, namely Iligan City, Bukidnon, Davao, Cebu, Laguna, Pangasinan, Samar, Lanao del Norte, Cagayan de Oro, Palawan, and Pampanga. Selection of studies that were analyzed followed PRISMA procedures and CASP appraisal to ensure methodological rigor. Findings revealed three major themes: (1) adaptive self- resilience and self- development in educational pursuit, (2) structural and social challenges in educational integration, and (3) support systems as enablers of persistence. Results suggested that ALS graduates possessed resilience, motivation, and role-management skills. ALS graduates reported challenges such as academic gaps, financial constraints, social stigma, and adjustment difficulties. However, family support, peer relationships, and institutional interventions significantly facilitated their transition. The study concludes that ALS graduates’ transition to formal schooling is a complex, multidimensional process shaped by resilience and systemic barriers. It underscores the need for responsive transition programs, inclusive policies, and strengthened institutional support to promote equitable and sustained educational success.
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