Exploring Gender Equality in Alternative Learning System (ALS) Non-Formal Classrooms: Teachers’ Roles in Addressing Gender Inequality and Promoting Equal Opportunities
DOI:
https://doi.org/10.5281/zenodo.20215236Keywords:
Adaptive Gender-Inclusive Pedagogy (AGIP), Alternative Learning System (ALS), Gender-Responsive Education, Project G.R.E.E.T., Social Science Education.Abstract
This study, aligned with the United Nations’ Sustainable Development Goals 4 (Quality Education) and 5 (Gender Equality), explored how Alternative Learning System (ALS) teachers in Candelaria, Quezon addressed gender inequalities within the non-formal education contexts. Despite the increasing policy attention to gender-responsive education, limited research has examined how these frameworks are enacted in ALS settings. Anchored in Critical Pedagogy and Transformative Learning Theory, this qualitative phenomenological study investigated the lived experiences of ALS teachers in promoting gender equality. Data were gathered through in-depth interviews with selected ALS educators and analyzed using thematic analysis to capture recurring patterns and insights. Findings revealed that teachers actively employed Adaptive Gender-Inclusive Pedagogy (AGIP), integrating gender-fair language and inclusive instructional strategies to challenge entrenched sociocultural norms, including patriarchal beliefs and gender stereotypes. However, these efforts were significantly constrained by systemic barriers, such as limited access to specialized gender-responsive training, inadequate instructional resources, and the competing domestic responsibilities of adult learners. A critical contribution of the study is the identification of a policy–practice gap, particularly the absence of ALS-specific Classroom Observation Tools (COTs) aligned with gender-responsive standards. To address this, the study proposes Project G.R.E.E.T. (Gender-Responsive Education for Empowered Teaching), grounded in the Integral Gender-Responsive ALS Framework (IGRAF), which responds to the multidimensional challenges within the ALS ecosystem. The findings underscore the need to institutionalize a contextualized gender-responsive tool to transform gender equality from a policy aspiration into sustained classroom practice. These insights also inform policymakers and stakeholders in strengthening inclusive ALS programs nationwide.
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