Understanding the Experiences of the Quadragenarian Learners of Alternative Learning System (ALS) in Last-Mile Schools

This phenomenological research explored second-chance education during the pandemic. The study tackled the unique experiences of quadragenarian learners (those in their 40s) who participated in the Alternative Learning System (ALS) within last-mile schools in remote, underserved areas with limited access to formal education. The research used a qualitative approach and utilized focus group discussions and in-depth interviews in data collection. Purposive sampling was also employed, where participants were intentionally selected. Twenty (20) quadragenarian Alternative Learning System learners were involved in this research, with ten (10) respondents undergoing in-depth interviews (IDI) and another ten (10) participating in focus group discussions (FGD). Three overarching components—challenges, coping mechanisms, and insights—were formulated to capture the experiences of quadragenarian ALS learners comprehensively. In examining the difficulties faced by quadragenarian ALS learners in last-mile schools, several themes emerged, including learning difficulties, setting priorities, physical health conditions, emotional barriers, and age differences. Despite these challenges, many quadragenarian learners demonstrated remarkable determination and persistence, adaptive learning, time management, a positive mindset, confidence building, and entrusting God as coping mechanisms. Reflecting on the experiences of quadragenarian ALS learners in last-mile schools revealed insightful emergent themes. These encompassed recognizing the desire to graduate and support the family.