Child-friendly Learning Spaces in the Alternative Learning System (ALS): Focus on Northern Mindanao, Philippines

Abstract

Community Learning Centers (CLCs) under the Alternative Learning System (ALS) serve as critical spaces for inclusive, second-chance education for out-of-school youth and adults (OSYAs) in the Philippines. These centers provide flexible, community-based venues that operationalize ALS goals, particularly in geographically isolated and underserved regions like Northern Mindanao. This study examines how ALS CLCs in the region align with UNICEF’s Child-Friendly School (CFS) framework, which sets holistic standards for inclusive, learner-centered, and protective learning environments. Employing a descriptive-evaluative mixed-methods design, the study was anchored on seven dimensions: (1) learner participation, (2) health and well-being, (3) safety, (4) enrollment, (5) academic achievement, (6) teacher morale, and (7) community support. Data were collected through surveys of 342 ALS implementers across all 14 Schools Division Offices and supplemented by focus group discussions for triangulation. Findings revealed strong alignment in learner engagement, academic achievement, and teacher motivation, while gaps persisted in infrastructure, health services, and community-based CLC resourcing. Furthermore, correlation analysis further indicated that CLC typology and ownership were significantly associated with child-friendliness outcomes. The results emphasize the role of physical and institutional structures in shaping equitable learning opportunities for OSYAs. This pioneering study represents the first integration of the CFS framework into ALS research in the Philippines, contributing regional evidence on sustainable, rights-based education systems and offering a contextual model for adapting child-friendly principles to second-chance learning in Southeast Asia.