ALS INFED: SOSYALE-IQuaLife Project (“Alternative Learning System Informal Education: Skilled Out-of-School Youths and Adults, Livelihood and Employment to Improve Quality of Life”)
DOI:
https://doi.org/10.65339/ijggsd.V1.I1.9Keywords:
Alternative Learning System, Community-Based Education, Economic Self-Reliance, Entrepreneurial Skills, Informal Education, Livelihood Opportunities, Stakeholder Partnerships, Technical Skills DevelopmentAbstract
This study evaluated the implementation and outcomes of the Alternative Learning System Informal Education (ALS InFed): SOSYALE-IQuaLife Project in Nabua West District, Camarines Sur, Philippines, focusing on technical and entrepreneurial skills development, livelihood opportunities, and program effectiveness among disadvantaged out-of-school youths and adults (OSYAs). Anchored in Auguste Comte's philosophy of altruism, the study employed a descriptive-quantitative research design involving 150 mapped participants. Data were collected using a validated socio-demographic questionnaire, a five-point Likert-scale implementation evaluation checklist, competency assessment rubrics, and project monitoring records. Frequency counts, percentages, and weighted means were used for data analysis. Findings revealed that 58 participants (38.7%) demonstrated high technical proficiency, while 52 (34.7%) achieved satisfactory entrepreneurial competencies. Overall, 36.7% attained verified competency benchmarks, exceeding the 30% project target. Additionally, 54 participants (36%) accessed immediate economic opportunities, comprising 28 employed individuals and 26 who established micro-livelihood enterprises. Program goal alignment (4.68), resource adequacy (4.22), and service sufficiency (4.52) received favorable evaluations. Despite socioeconomic constraints and initial resource limitations, stakeholder partnerships supported program implementation. The study concluded that community-based informal education provided accessible skills development and immediate livelihood opportunities. It recommended program expansion, strengthened institutional partnerships, increased learning resources, and long-term outcome monitoring. The study aligns with Sustainable Development Goals 1 (No Poverty), 4 (Quality Education), 8 (Decent Work and Economic Growth), and 17 (Partnerships for the Goals). Its sustainability contribution lies in promoting educational inclusion, practical livelihood competencies, community collaboration, and potential socioeconomic self-reliance, although long-term outcomes remain unverified.
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