Indigenous Peoples Learners in ALS Accreditation and Equivalency (A&E) Elementary Program: The Malaybalay City Experience

This qualitative study explored the elaborate experiences encountered by Indigenous Peoples (IP) learners within the context of the Alternative Learning System (ALS) Accreditation and Equivalency (A&E) Program Elementary Level. Through in-depth interviews, focused group discussions, and thematic analysis, the research captured the nuanced viewpoints of indigenous individuals, highlighting positive encounters, challenges, and coping mechanisms throughout their educational journey. Positive experiences emerged as key elements shaping the educational narrative for indigenous learners. Inclusivity within educational programs was identified as a cornerstone, fostering a sense of belonging and cultural affirmation for the IP learners. Furthermore, the flexibility of programs was recognized as instrumental in accommodating the diverse needs and obligations of indigenous learners, allowing for a more personalized and supportive learning environment. The study also revealed the significance of incorporating indigenous knowledge into the curriculum, revealing its positive impact on cultural identity and a deeper connection to the learning process. Conversely, the study illuminated the challenges indigenous learners confront every day as they strive to remain in the ALS programs. Financial difficulties emerged as a pervasive barrier, influencing access to education, and perpetuating socio-economic disparities. Parental responsibilities, academic challenges, and the delicate balance between work and education add layers of complexity to their journey. The research underscored the need for targeted interventions to address these challenges and promote equitable educational opportunities. In response to these challenges, indigenous learners showed robust coping mechanisms. Self-motivation emerged as a vital driving force, empowering learners to navigate obstacles and pursue academic success