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.