Beyond Employment: An Impact Study on the Role of ALS in Building Entrepreneurial and Livelihood Skill

cognizancejournal.com John Louis S. Dadivas et al, Cognizance Journal of Multidisciplinary Studies, Vol.5, Issue.10, October 2025, pg. 95-104 (An Open Accessible, Multidisciplinary, Fully Refereed and Peer Reviewed Journal) ISSN: 0976-7797 Impact Factor: 5.183 Index Copernicus Value (ICV) = 92.57 ©2025, Cognizance Journal, ZAIN Publications, Fridhemsgatan 62, 112 46, Stockholm, Sweden, All Rights Reserved 95 Beyond Employment: An Impact Study on the Role of ALS in Building Entrepreneurial and Livelihood Skill John Louis S. Dadivas; John Michael G. Danque; Janiel Randel D. Andaya; Yhanskie Adriel D. Cipriano; Pops V. Madriaga Electrical and Allied Department, Technological University of the Philippines, Taguig, Taguig City, Philippines johnlouis.dadiva[email protected]; [email protected]; janielrandel.a[email protected]u.ph; yhanskieadriel.cipr[email protected]u.ph; [email protected] DOI: 10.47760/cognizance.2025.v05i10.010 Abstract: The Non-Formal Education Program (NFEP) was developed to ensure inclusive and fair access to education for marginalized learners and, longitudinally, to increase the literacy and employability rates along with the possibility of lifelong learning. Despite most of the given literature having been devoted to academic performances, in particular, the performance with respect to Accreditation and Equivalency (A&E) tests, little attention has been devoted to ALS as a livelihood development and entrepreneurship platform. The present paper applies the method of document analysis to the government reports, policy frameworks, program manuals and evaluation studies to investigate the ways ALS integrates aspects of entrepreneurship and livelihood in its curriculum and implementation. The findings highlight the fact that ALS modules, such as life skills, financial literacy, problem-solving, and community-based training have a potential to become the important instruments that will equip learners with the set of skills that will help them to be prepared to work independently, start or manage small businesses, and participate in the local economy. At the same time, the review reveals part of the difficulties represented in the documents, such as the access to startup capital, insufficient market links, digital skills, and resource constraints, leading to the small scale of livelihood-based programs. The perspectives of ALS have been defined in the paper. Instructions are made institutional and nondiscriminatory. Economic empowerment by synthesis of. Documents and records that have been published. The analysis is part of the more general discussion of education as the instrument of sustainable development because it creates a connection between literacy, employability, and community development. Keywords: Alternative Learning System, non-formal education, entrepreneurship, livelihood development, sustainable development, community empowerment I. INTRODUCTION Education has long been recognized as a vital tool not only for personal development but also for national progress. Nonetheless, many Filipinos are still unable to access quality education due to poverty, geographical or other social factors, despite the efforts of the formal school system. To bridge this gap, the Philippine government institutionalized the Alternative Learning System (ALS). This non-traditional education scheme provides equal educational opportunities to disengaged youths and adults, offering them a second chance at cognizancejournal.com John Louis S. Dadivas et al, Cognizance Journal of Multidisciplinary Studies, Vol.5, Issue.10, October 2025, pg. 95-104 (An Open Accessible, Multidisciplinary, Fully Refereed and Peer Reviewed Journal) ISSN: 0976-7797 Impact Factor: 5.183 Index Copernicus Value (ICV) = 92.57 ©2025, Cognizance Journal, ZAIN Publications, Fridhemsgatan 62, 112 46, Stockholm, Sweden, All Rights Reserved 96 acquiring knowledge. Although ALS is mainly considered a pathway to literacy and academic equivalence, its possible effects are not limited to academic certification. The past few years have witnessed a rise in the realization that education is important in equipping learners with entrepreneurial and livelihood skills that would make them self-sufficient economically. Other than employment, ALS has concentrated its efforts on educating learners on how to be productive members of their respective societies through training them on various life-skills, financial literacy and community-based livelihood schemes. These programs point out the role of ALS in bridging the knowledge dispensation regarding fields of education, inclusive economic empowerment by establishing the self-employment opportunities, building on small company establishments, and professional pushing enterprises. Irrespective of its potential, entrepreneurship and livelihood development have a number of traps in ALS. These programs can only be as big and efficient as far as it is possible to secure startup capital, there are no market ties, and it is not digitally skilled and completely resourced. These facts are an indication that the world of research and policy making ought to be perfected so that the transformative factor of the ALS is maximized in terms of potential. This paper thus discusses the approaches of ALS influencing entrepreneurship and livelihood skills, relates to the reports by the government, policy frameworks, program manuals as well as assessment reports [1]. It aspires to ascertain through this examination how it contributes towards sustainable development, the relationships among literacy, employability and community empowerment. Through the analysis of this, a platform is formed where there is not only academic success but socio economics change [2]. II. METHODOLOGY The researchers were keen on the selection. authoritative and authentic papers distributed by. the Alternative Learning System (ALS). They included the ALS K-12 Basic Education. ALS and government reports are ordered by Curriculum, ALS Life Skills Modules, and DepEd. evaluation. The materials are taken into consideration, and it is the direct materials which only deal with the. factors of ALS, entrepreneurship, and livelihood. This was a good sign that the study was. dependent on sound generators and advancing. to the end of its goal, which was to test the impact. of ALS programmes. Fig. 1. Phased methodology of the study Phase 1: Data Identification Relevant documents were located, including the ALS K to 12 fundamental education curriculum, modules in ALS life skills, DepED orders on ALS training, the TESDA livelihood training manual, and governmental assessments. The inclusion criteria included: (a) the publication date should be in the year 2010, (b) the documents had to be published by DepEd, TESDA, and or related agencies, and (c) they had to be related to literacy, entrepreneurship, or livelihood development. cognizancejournal.com John Louis S. Dadivas et al, Cognizance Journal of Multidisciplinary Studies, Vol.5, Issue.10, October 2025, pg. 95-104 (An Open Accessible, Multidisciplinary, Fully Refereed and Peer Reviewed Journal) ISSN: 0976-7797 Impact Factor: 5.183 Index Copernicus Value (ICV) = 92.57 ©2025, Cognizance Journal, ZAIN Publications, Fridhemsgatan 62, 112 46, Stockholm, Sweden, All Rights Reserved 97 Fig. 2. Data Identification The researchers were careful in selecting official and credible documents distributed through the Alternative Learning System (ALS). They included the ALS K-12 Basic Education Curriculum, ALS Life Skills Modules, and DepEd orders to have ALS and government reports of evaluation. The materials have been considered, and it is only the direct materials that address the aspects of ALS, entrepreneurship, and livelihood. This was a positive indicator that the study was founded on valid resources and on track to its goal of determining the impact of ALS programmes. Phase 2: Data Collection and Organization In this phase, the study was in a position to gather documentation that indicated how the Alternative Learning System (ALS) promotes entrepreneurial livelihood skills along with academic equivalency. Policymaker resources comprised policy guidelines, course books and desks, and evaluation scholarly articles of DepEd, TESDA, collaborating agencies and libraries. Peer reviewed articles and reports were also consulted to obtain additional understanding of the combination of entrepreneurship and livelihood in ALS. The issuing agency streamlined the documents in order to include institutional views such that the documents would be consistent and relevant. They could be grouped by value of publication, 2010-2025, in order to maintain a K12 reform record and they could be hierarchized by their applicability to any 18 themes of entrepreneurship, livelihood training or desiring life skills. The analysis was carried out and materials that dealt specifically with the themes were included. The consequence of this systematic organization was determination of accordance with objectives of the study and showing that ALS can provide learners with academic as well as livelihood competencies. Our analysis of the document based on interdependence as perceived with respect to literacy, employability and community empowerment provided a shallow foundation on our assignment of the document: the cataloging essay. cognizancejournal.com John Louis S. Dadivas et al, Cognizance Journal of Multidisciplinary Studies, Vol.5, Issue.10, October 2025, pg. 95-104 (An Open Accessible, Multidisciplinary, Fully Refereed and Peer Reviewed Journal) ISSN: 0976-7797 Impact Factor: 5.183 Index Copernicus Value (ICV) = 92.57 ©2025, Cognizance Journal, ZAIN Publications, Fridhemsgatan 62, 112 46, Stockholm, Sweden, All Rights Reserved 98 Fig. 3. Data Collection and Organization Process Phase 3: Document Analysis We used a qualitative analysis of documents. Approach toward a rational study and analysis of textual data of the chosen reports, policy systems, program manuals, and assessment study of Alternative Learning. System (ALS) to develop qualitative research. The concepts of analysis by Bowen (2009) were followed. Repeated policy-oriented research is also included—thematic categorization involves reading and coding. Gain meaningful patterns. The code scheme targeted five broad areas, that is, life skills. Financial literacy, entrepreneurship, and training. Self-employment, community-based livelihood. Programs and matters of implementation, such as inaccessibility to capital, digital literacy, and low. Market connections. Since the analysis revealed repeated motifs in several sources, it facilitated the discovery of how ALS is incorporated. It has entrepreneurial and livelihood skills. Curriculum and practice, as well as the facilitating variables and conditions that influence their effectiveness in economic empowerment and community development. cognizancejournal.com John Louis S. Dadivas et al, Cognizance Journal of Multidisciplinary Studies, Vol.5, Issue.10, October 2025, pg. 95-104 (An Open Accessible, Multidisciplinary, Fully Refereed and Peer Reviewed Journal) ISSN: 0976-7797 Impact Factor: 5.183 Index Copernicus Value (ICV) = 92.57 ©2025, Cognizance Journal, ZAIN Publications, Fridhemsgatan 62, 112 46, Stockholm, Sweden, All Rights Reserved 99 Fig. 4. Document Analysis The flow chart illustrates the procedure for examining how the Alternative Learning System (ALS) fosters entrepreneurial and livelihood skills. This process begins with the repetitive reading of documentation, followed by coding and sorting by theme to identify key patterns. It is founded on five areas, i., life skills, financial literacy, entrepreneurship, community-based programs, and implementation issues. The outcome reveals that ALS had a positive impact on the development of livelihood competency, highlighting issues such as inadequate capital and a lack of digital literacy. Phase 4: Synthesis and Interpretation The coding of data was merged in a manner that established the extent to which ALS promoted entrepreneurship and livelihood power. The outcomes were found in the contribution of ALS to the development of sustainability and the empowerment of locals. The funds were limited to the chosen opportunities (e.g. training local livelihoods, modular financial literacy implementation) and limitations (e.g. uncertainty over how to target support where startups, unavailable resources) as described in the reports.[16],[17]. Fig. 5. Concept Map cognizancejournal.com John Louis S. Dadivas et al, Cognizance Journal of Multidisciplinary Studies, Vol.5, Issue.10, October 2025, pg. 95-104 (An Open Accessible, Multidisciplinary, Fully Refereed and Peer Reviewed Journal) ISSN: 0976-7797 Impact Factor: 5.183 Index Copernicus Value (ICV) = 92.57 ©2025, Cognizance Journal, ZAIN Publications, Fridhemsgatan 62, 112 46, Stockholm, Sweden, All Rights Reserved 100 The last approach allowed a tactical perspective to the operation of ALS, not merely as an academic form track, but as an entrepreneurial livelihood building vendor. III. RESULTS AND DISCUSSION A. Development of the Conceptual Framework and Theoretical Foundation. This analysis mainly focuses on the ALS policy documents and manuals because it focuses on three more or less related areas through which it conceptualizes the role of ALS within the fields and areas of entrepreneurship and creation of livelihoods including: (1) life skills and financial literacy, (2) community based training, and (3) pathways to selfemployment. These areas enhance learners' ability to engage in income-generating practices without requiring academic qualifications. The example of Mixed studies, as seen in a World Bank/DepEd report, indicates that upon passing the A&E exam, ALS enrollees are more likely to be eligible for vocational training or favorable employment opportunities[3]. Additionally, the analysis of an ALS course in Bagong Silang reveals that it was costeffective, as 41% of course attendees typically passed the 2015-2018 A&E exam.[4] Fig. 6. Conceptual Framework of ALS as Livelihood & Entrepreneurship Pathway B. Systematic Review and Pattern Analysis: Opportunities & Challenges According to various reports and news releases, notable trends include the following: enrollment size, with DepEd having more than 4 million ALS enrollees from 2016 to 2021. [5] Completion/dropout rate: For SY 2023-2024, only 302,807 out of 655,517 enrollees (≈ 46.2%) completed the ALS program, meaning ~54% dropped out.[7]Performance: In the urban informal settlement (Bagong Silang), 41% of the sample passed the A&E examination after participating in ALS over several years.[6]Challenges identified include a Lack of financial support, the need to work, irregular attendance, insufficient learning modules, and infrastructural limitations.[8]Opportunities include the potential linkages to TESDA skills training, community-based livelihood projects, and increasing public awareness of ALS’s non-academic benefits. cognizancejournal.com John Louis S. Dadivas et al, Cognizance Journal of Multidisciplinary Studies, Vol.5, Issue.10, October 2025, pg. 95-104 (An Open Accessible, Multidisciplinary, Fully Refereed and Peer Reviewed Journal) ISSN: 0976-7797 Impact Factor: 5.183 Index Copernicus Value (ICV) = 92.57 ©2025, Cognizance Journal, ZAIN Publications, Fridhemsgatan 62, 112 46, Stockholm, Sweden, All Rights Reserved 101 Fig. 7. Literature Review – Key Barriers in ALS Livelihood Integration The chart identifies the significant barriers to ALS (Alternative Learning System) livelihood integration, with the most severe being economic barriers, including a lack of financial assistance, the need to work first, and a lack of capital. Such barriers to participation, including irregular attendance, unequal access to resources (such as the absence of learning modules), and infrastructure limitations, are all significant in the reverse movement. Among the contributing A contributing factor to this is that the senior. skills gaps are being experienced by citizens especially. in digital skills. Mostly, there is access Program success will be worsened by (financial strains). as there will be large dropouts due to lack of. Resources. C. Theoretical Synthesis and Analysis of ALS as a Strategy of Empowerment. Collective making ALS does not simply give. but a place of literacy or equivalency. movement and socioeconomic empowerment. In The psychosocial was supplemented by the ALS, including psychosocial. pass rate on A&E. exams to 41, which denotes that there are other life skills or psychosocial. assistance training. supplements the results of. ALS[6]. They say it has a high enrolment though. (millions) retaining the interest is a large matter. to change an academic equivalency into a life, or entrepreneurship. Many learners who complete Small business start ups remain a challenge to ALS. enterprises or entering markets. This indicates that avenues to entrepreneurship still exist. lack of development in most places. Fig. 8. ALS Empowerment & Livelihood Outcome Map cognizancejournal.com John Louis S. Dadivas et al, Cognizance Journal of Multidisciplinary Studies, Vol.5, Issue.10, October 2025, pg. 95-104 (An Open Accessible, Multidisciplinary, Fully Refereed and Peer Reviewed Journal) ISSN: 0976-7797 Impact Factor: 5.183 Index Copernicus Value (ICV) = 92.57 ©2025, Cognizance Journal, ZAIN Publications, Fridhemsgatan 62, 112 46, Stockholm, Sweden, All Rights Reserved 102 This process diagram illustrates the four-stage ALS transformation journey from enrollment to economic empowerment. The program begins with over 4 million enrollees, comprising out-of-school youth and adult learners, progresses through skills training and psychosocial support, achieves a 41% pass rate in A&E examinations, and culminates in livelihood opportunities, with a 26% business success rate. [9] The prominent pie chart shows 655,000 program completers, representing a 44.2% overall completion rate. However, the 54% dropout rate remains a critical challenge, though projections indicate a potential 35% improvement with enhanced support systems. The diagram illustrates ALS's systematic approach to addressing educational inequality, highlighting both substantial achievements and areas that require intervention. D. Impact Analysis and Strategic Implementation Framework A SWOT-based synthesis suggests that ALS can significantly enhance entrepreneurship and livelihood outcomes if structural gaps are addressed. Strengths: Accessibility, inclusivity, life skills integration. Weaknesses: Limited funding, inconsistent livelihood modules. Opportunities include contacts with TESDA, developing digital skills, and networking with local cooperatives. Threats include a lack of financial sustainability. There is no feasible financial sustainability in the market. The rural market is closely attached. This means that their targeted intervention (e.g. alliances with TESDA and microfinance) finds beneficiaries 35 times more likely to start their own small business within 2 years of enrolling in ALS [17]. The plans also will be carried out on the basis of funding support, connection to the market and implementation of digital literacy into the ALS strategy in order to make the most of the gains possible. Fig. 9. Strategic Framework for ALS Livelihood Integration According to the chart, the success of entrepreneurship already affects the cumulative process under the patronage of our own skills training, under our financial subsidies, digital literacy, and market access. The findings also indicate that both interventions are positive in cognizancejournal.com John Louis S. Dadivas et al, Cognizance Journal of Multidisciplinary Studies, Vol.5, Issue.10, October 2025, pg. 95-104 (An Open Accessible, Multidisciplinary, Fully Refereed and Peer Reviewed Journal) ISSN: 0976-7797 Impact Factor: 5.183 Index Copernicus Value (ICV) = 92.57 ©2025, Cognizance Journal, ZAIN Publications, Fridhemsgatan 62, 112 46, Stockholm, Sweden, All Rights Reserved 103 terms of maximizing livelihood. Still, the combination of the four pillars is more effective in interaction to create sustainable entrepreneurship among ALS learners. IV. CONCLUSION The Alternative Learning System (ALS) holds enormous potential in the Philippines for achieving unprecedented academic equality in developing learners, particularly in building entrepreneurial and livelihood skills, as will be determined in this paper. While ALS presently offers key components such as life skills, financial literacy, and community-based training, the translation of these into sustainable self-employment or entrepreneurship is uneven. Despite enrollment increasing (over 4 million learners between 2016 and 2021) and notable successes (41% pass rate in the Bagong Silang ALS intervention)[5], the high dropout rate (about 54% for SY 2023-2024) and systemic obstacles (insufficient modules, socioeconomic pressures) significantly undermine ALS’s livelihood potential.[7] For ALS to fully realize its role as a platform for entrepreneurship and livelihood development, policy and program reforms are necessary. Key recommendations include integrating robust entrepreneurship and livelihood training modules, increasing access to startup capital, strengthening market linkages, and providing ongoing support for learners (mentoring, digital skills, psychosocial services). Future research should track outcomes longitudinally, particularly in terms of income generation and business sustainability, rather than just academic or equivalency success. V. ACKNOWLEDGEMENT The authors would like to acknowledge the enormous contribution made to them by their professor, Pops V. Madriaga, in the prompt accomplishment of this research through the invaluable guidance, constructive criticism, and encouragement provided. Our classmates, friends, and families also deserve appreciation because they have supported and understood us, despite their limited time, throughout this research process. Most importantly, the authors acknowledge God by offering gratitude to God for giving wisdom, strength, and stamina in the completion of this work. REFERENCES 1. S. S. Y. Tan, ―Exploring Opportunities and Challenges of the Alternative Learning System in the Philippines,‖ European Journal of Education and Pedagogy, vol. 5, no. 2, pp. 67–75, 2024. [Online]. Available: https://www.ej-edu.org/index.php/ejedu/article/view/896 2. J. C. Cayubit, ―Education Outside the Traditional System: The Role of ALS in Nation-Building,‖ PhilArchive, 2020. [Online]. Available: https://philarchive.org/archive/CAIEOT 3. World Bank, The Philippines Alternative Learning System: A Second Chance to Develop the Human Capital of Out-of-School Youth and Adults. Washington, DC: World Bank, 2021. [Online]. Available: https://www.worldbank.org/en/country/philippines/publication/the-philippines-alternative-learning-systema-second-chance-to-develop-the-human-capital-of-out-of-school-youth-and-adults 4. P. C. Smith and K. Hanson, ―Resource allocation and priority setting in health systems,‖ Health Research Policy and Systems, vol. 19, no. 116, pp. 1–12, 2021. [Online]. Available: https://resourceallocation.biomedcentral.com/articles/10.1186/s12962-021-00320-5 5. Department of Education (DepEd), ―DepEd reports 4 million enrollment in ALS from 2016–2021,‖ DepEd Official Website, May 5, 2022. [Online]. Available: https://www.deped.gov.ph/2022/05/05/deped-reports4-million-enrollment-in-als-from-2016-2021/