City College of Cagayan de Oro (CCCDO) proudly celebrates the successful publication of a new research study titled “An Ecological Systems Analysis of Functional Literacy and Learning Gaps among Non-Enrolled Populations in Northern Mindanao,” published in the Mindanao Journal of Alternative Education.
This scholarly work was authored by Dr. Ray Butch D. Mahinay of City College of Cagayan de Oro in collaboration with Rolly S. Ortiz, Jr., Freizie Hazil G. Naranjo, Roselyn A. Faciol, Julieta N. Dolero, and Jefferson C. Cena, esteemed educators and ALS practitioners from various DepEd divisions across Northern Mindanao.
The study examines the functional literacy status and learning gaps among non-enrolled individuals, particularly those with no grade completed, a sector often overlooked in both formal and non-formal education systems. Anchored on Bronfenbrenner’s Ecological Systems Theory, the research integrates data from the 2024 Functional Literacy, Education and Mass Media Survey (FLEMMS) and insights from ALS implementers across 342 Community Learning Centers (CLCs) in Region X.
Findings reveal a concerning reality: only 10.8% of individuals in Northern Mindanao with no grade completed are functionally literate, highlighting persistent and deep learning deprivation. The study further identifies significant disparities in CLC design, resource allocation, support systems, and governance structures, all of which directly influence learner engagement and literacy outcomes.
Moreover, qualitative evidence underscores how systemic limitations affect instructional quality and learner progression. The research emphasizes that addressing functional illiteracy requires more than expanding access; it calls for strategic, systemic improvements in program delivery. Key recommendations include upgrading CLCs to Type 3 standards, establishing offline digital learning hubs, strengthening LGU–DepEd–NGO partnerships, and integrating culturally responsive and formative assessment practices within ALS implementation.
This publication highlights the urgent need to strengthen alternative education systems and reinforces the vital role of inclusive, community-based learning approaches in addressing educational inequities.
This achievement reflects CCCDO’s unwavering commitment to research excellence, innovation, and advancing inclusive education for underserved populations.
For further insights, access the publication here:
DOI: 10.17613/gfpwr-bfc08
