Lived Realities After Skills Training: a Phenomenological Study of Out-of-School Youth in the Philippines

Abstract

This phenomenological study explored the post-training lived experiences of out-of-school youth (OSY) in the Philippines who completed the Alternative Learning System (ALS), Electrical Installation and Maintenance program implemented in partnership with the Technical Education and Skills Development Authority (TESDA) and the ALS Agoo West District. It examined how vocational teaching practices in a non-formal learning environment shaped participants’ employment, educational advancement, and socio-economic mobility. Nine ALS completers were purposively selected, and data were gathered through semi-structured interviews and focus group discussions. Narratives were analyzed using Braun and Clarke’s thematic analysis framework, with ethical clearance granted by the Don Mariano Marcos Memorial State University (DMMMSU) Ethics Committee. Findings showed that seven participants secured employment in private industries as electricians, assembly technicians, solar installers, and related technical roles, while two pursued higher education. Participants reported improved technical competence, confidence, and employability, with TESDA certification serving as a key credential for workforce entry. However, barriers remained, including workplace discrimination, limited to access to tools and equipment, and financial constraints, particularly bias against ALS completers due to their non-traditional educational backgrounds. The study highlights vocational education’s transformative role in promoting social inclusion and advancing Sustainable Development Goals (SDG) 4 and 8.