Home⇛Journal of Interdisciplinary Perspectives⇛vol. 4 no. 7 (2026)

Developing a Theory of Change for an Alternative Learning System Reform Proposal Based on the 2026 EDCOM II Roadmap

Joe Jr Cagatin | Eralyn Cogling | Krystelle Sweet Oco | Ray Butch D. Mahinay | Edralin Manla

Discipline: social policy

 

Abstract:

Despite relatively high levels of basic literacy in the Philippines, significant challenges remain in applying literacy and numeracy skills in everyday contexts. National data from the Functional Literacy, Education, and Mass Media Survey (FLEMMS 2024) indicate that basic literacy is 90.0% among individuals aged five years and above. Functional literacy among individuals aged 10–64 is 70.8%. While these figures are derived from different population groups, they suggest persistent challenges in translating foundational skills into practical application. This study develops a policyanchored Theory of Change (ToC) framework for Alternative Learning System (ALS) reform, grounded in empirical evidence and aligned with the national education reform agenda of the Second Congressional Commission on Education (EDCOM II). A descriptive and policy analysis approach was employed, integrating secondary data analysis with systematic policy mapping. National literacy indicators from FLEMMS 2024 were analyzed to assess variations across regions, learner groups, and age cohorts. Findings reveal substantial regional disparities in functional literacy, with an estimated 10.4 million individuals classified as illiterate or low-literate, alongside persistent literacy gaps across multiple life-course stages. These patterns underscore the need for differentiated and context-responsive learning pathways. In response, the study proposes a ToC framework that systematically links demographic literacy challenges to ALS pathways, policy and system inputs, and intended outcomes. The study contributes a structured approach for translating national literacy data into policy-relevant program design. The proposed framework positions ALS as a flexible system capable of supporting inclusive, decentralized, and lifelong learning pathways and presents it as an analytical model rather than as evidence of demonstrated program effectiveness.



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