Abstract
As advocated in UNSDG 4, lifelong learning is crucial in providing alternative learning opportunities to marginalized individuals with limited access to formal education. Through the non-formal and informal education projects under the Alternative Learning System (ALS), the out-of-school youth and adults are given a chance to acquire the necessary knowledge, skills, and attitudes that will enhance their employability, personal development, and overall well-being. This needs analysis research, anchored with the Participatory Learning and Action Approach and the Theory of Critical Pedagogy, aimed at designing innovative non-formal and informal education projects aligned with the needs and interests of out-of-school youth and adults. The data collected from 136 ALS learners showed that the priority projects should focus on pre-employment activities, personality development and career planning, substance abuse prevention, eCommerce and entrepreneurship, cooking and baking, and sports and fitness. Results revealed that the project components are implemented successfully to a moderate extent. The factors that affected its implementation included the need for more sufficient resources, inadequate monitoring and evaluation, and limited opportunities to participate or apply the acquired skills. The ALS learners pinpointed that low interest or motivation, lack of time due to work commitments, low awareness of the programs, and transportation or distance-related issues contributed to low peer engagement.