Haydee D. Pogado (Author)

Abstract

This study offered a comprehensive evaluation of the collaboration between the Department of Education (DepEd) and the 23rd Infantry Battalion concerning Rebel Returnee Learners within the Alternative Learning System (ALS) in Agusan del Norte. Through meticulous analysis and a descriptive-correlational research design involving 30 former rebel returnee learners, the study delved into various aspects of program implementation and developmental gains. It examined the level of implementation in academic development and reintegration/rehabilitation processes, the extent of manifested developmental gains encompassing communication, scientific problem-solving, resource management, and community engagement, as well as the relationship between program implementation and observed developmental strides. Additionally, the study explored the challenges faced by ALS teachers and learners during implementation. Key findings indicated a strong commitment to academic excellence within the program, as evidenced by clear goals, high-quality materials, and enriching experiences that fostered significant academic growth. Moreover, participants demonstrated notable developmental gains across essential skills and competencies, highlighting the program’s effectiveness in nurturing well-rounded individuals who were capable of making positive contributions to society. The study revealed a significant relationship between program implementation and developmental outcomes, underscoring the importance of comprehensive approaches to facilitate successful reintegration and holistic development. Challenges encountered by ALS teachers and returning rebel learners underscored the importance of addressing issues such as difficulty with lessons, language barriers, safety concerns, limited resources, and a lack of confidence. To enhance the effectiveness of the partnership, targeted strategies were recommended, including enhancing social reintegration support, sustaining comprehensive developmental programs, strengthening academic and reintegration efforts, continuously improving program components, addressing challenges through targeted interventions, and strengthening partnerships and collaboration. Implementing these recommendations could further empower rebel returnee learners to thrive academically, socially, and personally, maximizing the impact of the collaboration between DepEd and the 23rd Infantry Battalion.Ultimately, this study offered valuable insights and practical recommendations for policymakers, educators, and stakeholders involved in supporting rebel returnee learners within the ALS framework, contributing to their successful reintegration and holistic development.

Keywords: alternative learning system, academicdevelopment, scientific problem solving, critical thinking skills

DOI: http://doi.org/10.69651/PIJHSS0403333

Recommended citation:

Pogado, H.D. (2025). The DepEd and Masigasig Battalion partnership: Its impact on the lives of the rebel returnee learners. Pantao (The International Journal of the Humanities and Social Sciences) 4 (5), 3628-3640. http://doi.org/10.69651/PIJHSS0403333.

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