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Eskwela sa Selda: A Jail-Based Model for Moral Recovery and Development in a

Correctional Facility

Authors:

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Emelyn Rico Villanueva, Jun P. Dalisay, Charmaine Shane S. Cuñada, Alvin Phil
Christer H. Cuñada, Philip R. Baldera, &John F. Rufon

Affiliations:

1. Graduate Education and Professional Studies, Romblon State University,

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Romblon, 5505, Philippines
2. College of Education, Romblon State University, Romblon, 5505, Philippines
3. Office of the University & Board Secretary, Romblon State University, Romblon,
5505, Philippines

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Corresponding Author:
Emelyn Rico Villanueva
Graduate Education and Professional Studies
Romblon State University
Romblon, 5505, Philippines
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Email: ricoemelyn119@gmail.com
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This preprint research paper has not been peer reviewed. Electronic copy available at: https://ssrn.com/abstract=5211347
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Eskwela sa Selda: A Jail-Based Model for Moral Recovery and

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Development in a Correctional Facility

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Article Info ABSTRACT
Article history: The Eskwela sa Selda program exemplifies a transformative jail-based
initiative addressing the educational, livelihood, and moral development
Received mm dd, yyyy needs of Persons Deprived of Liberty (PDLs). This study employs a mixed-

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Revised mm dd, yyyy methods research design, incorporating quantitative data from ALS
Accepted mm dd, yyyy Accreditation and Equivalency (A&E) test results (2017–2021) and
participation metrics, alongside qualitative insights from video and written
testimonies of PDLs. The quantitative findings highlight high success rates in
Keywords: the ALS program, with a secondary-level average pass rate of 96.91%, while
livelihood projects fostered economic empowerment, allocating 90% of
Eskwela sa Selda Program proceeds to PDLs. The qualitative analysis reveals themes of gratitude,
Persons Deprived of Liberty

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resilience, and transformation, underscoring the program’s impact on
(PDLs) fostering self-reliance and moral recovery.
Correctional Education
Restorative Justice Aligned with the principles of restorative justice and the Sustainable
Development Goals (SDGs), the study emphasizes the importance of multi-
Sustainable Development Goals dimensional interventions in addressing the holistic needs of PDLs. The
(SDGs) integration of literacy, livelihood training, and moral recovery underscores the
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program's effectiveness in reducing recidivism, improving employability, and
preparing PDLs for societal reintegration. Recommendations include
sustained institutional collaboration and resource allocation to ensure the
program’s scalability and sustainability. This research contributes to the
growing body of knowledge on correctional education and offers actionable
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insights for enhancing rehabilitation initiatives globally.
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1.Introduction
The concept of rehabilitative education has been increasingly recognized as a key strategy to address
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societal issues such as illiteracy, unemployment, and recidivism among Persons Deprived of Liberty (PDLs)
Republic Act 7722, or the "Higher Education Act of 1994," mandates State Universities and Colleges (SUCs)
to engage in societal transformation by extending programs to marginalized sectors, including PDLs. In line
with this, "Eskwela sa Selda: A Jail-Based Model for Moral Recovery and Development in Odiongan District
Jail" was conceptualized to address these pressing issues. The program aims to achieve three objectives: reduce
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illiteracy, foster livelihood opportunities, and instill moral and physical resilience among PDLs. These align
with the United Nations Sustainable Development Goals (SDGs), particularly SDG 4 (Quality Education),
SDG 8 (Decent Work and Economic Growth), and SDG 16 (Peace, Justice, and Strong Institutions). By
focusing on education, livelihood, and moral development, this initiative serves as an innovative extension
project aimed at addressing the specific needs of a vulnerable population.
Various studies have highlighted the transformative potential of educational programs for PDLs. For
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instance, the study of R. A. Labarrete and J. A. Tiopes [1] underscores the positive perception of the Alternative
Learning System (ALS) by PDLs in the Philippines. Utilizing transcendental phenomenology, the research
highlights the transformative power of education in preparing PDLs for reintegration into society while
emphasizing the need for sustained government support to ensure program continuity. Similarly, the study of
M. A. V. Bermudez [2] "Education Behind Bars: A Phenomenological Study" explores how ALS enhances the
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self-esteem and literacy skills of PDLs despite challenges such as lack of motivation and personal issues. These
studies emphasize the importance of sustained ALS initiatives and targeted support to maximize the benefits
of correctional education.

This preprint research paper has not been peer reviewed. Electronic copy available at: https://ssrn.com/abstract=5211347
 2 

Programs like ALS also address critical gaps in education for PDLs, as demonstrated by the study
"Learning Behind Bars: The Academic Journey of Persons Deprived of Liberty." This research identifies

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challenges such as suspension of classes, lack of school supplies, and family-related concerns faced by PDLs
as they pursue higher learning. However, it also highlights coping mechanisms like fostering positive outlooks
and drawing strength from faith, ultimately emphasizing the need for improved resources and increased teacher

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interaction. Similarly, the study of L. Faa, [3]"Tracking the Persons Deprived of Liberty Who are Alternative
Learning System (ALS) Passers 2016–2019" reveals that the skills and competencies gained through ALS are
highly relevant to the current employment activities of PDLs, further demonstrating the program's impact on
fostering reintegration and economic participation.
The concept of "Eskwela sa Selda," derived from the Filipino term "eskwela," meaning school, reflects
the program’s commitment to extending meaningful educational and developmental support to marginalized

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groups, specifically Persons Deprived of Liberty (PDLs). As emphasized in the study of P. D. Cortez and E.
D. Dioso [4] "Education Behind Bars: A Phenomenological Study," jail-based education programs not only
enhance literacy but also contribute to the personal growth and social reintegration of PDLs. By integrating
demand-driven and accreditation-driven principles, "Eskwela sa Selda" ensures relevance to immediate needs
while meeting institutional accreditation requirements. This approach aligns with the broader targets of SDG
4 (Quality Education), SDG 8 (Decent Work and Economic Growth), and SDG 16 (Peace, Justice, and Strong

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Institutions), contributing to equitable and sustainable development.
In summary, the jail-based education program represents a progressive and context-specific response
to the challenges faced by Persons Deprived of Liberty (PDLs) in correctional facilities. Its objectives of
reducing illiteracy, fostering livelihood skills, and uplifting morale align with global best practices in
correctional education and directly contribute to achieving the Sustainable Development Goals (SDGs). By
addressing the research question, "How can a jail-based model foster moral recovery and development among
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PDLs?", this study aims to provide new insights into the transformative potential of education in correctional
settings. Moreover, the program underscores the critical role of educational initiatives in addressing the needs
of marginalized populations, promoting inclusivity, and contributing to broader societal well-being.
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1.1. Rationale of the Study

Persons Deprived of Liberty (PDLs) face multifaceted challenges that limit their access to education,
livelihood opportunities, and personal development. In response, a jail-based educational and rehabilitation
program was initiated to address these pressing needs through educational, spiritual, and livelihood initiatives.
This program represents a holistic intervention that integrates several projects aimed at fostering rehabilitation,
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empowerment, and reintegration of PDLs into society. The program's foundation is built on three key projects:
a literacy initiative, livelihood development activities, and spiritual growth sessions, each of which aims to
address critical gaps in the rehabilitation process.
The literacy initiative focuses on providing literacy and numeracy skills to PDLs, particularly
targeting those with minimal to no educational background. This aligns with previous findings emphasizing
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the importance of improving literacy, numeracy, and entrepreneurial skills among PDLs to empower them for
self-reliance and productive reintegration into society. By incorporating structured tutorial sessions conducted
by educational facilitators, this project ensures that PDLs receive tailored support in preparation for ALS
examinations. The project complements existing alternative learning initiatives by addressing the needs of
illiterate PDLs through a peer-learning model.
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The program also integrates livelihood training as a critical component, recognizing the importance
of equipping PDLs with practical and entrepreneurial skills. This is consistent with studies highlighting the
role of skills training programs in enhancing livelihood opportunities for PDLs. The program incorporates
activities such as vocational training, crafting, and financial literacy sessions to prepare PDLs for life beyond
incarceration. These initiatives aim to alleviate financial constraints, which remain one of the dominant
challenges identified in previous studies.
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Furthermore, the program emphasizes spiritual growth and values formation, recognizing the role of
moral recovery in holistic rehabilitation. Guided by collaboration among jail officers, educators, and support
facilitators, spiritual sessions aim to strengthen PDLs' moral foundation and emotional well-being, providing
them with a renewed sense of purpose. This addresses motivational challenges highlighted in research, which
point to low engagement and family issues as barriers to effective rehabilitation.
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The integration of these projects has provided a unique model for addressing the educational,
economic, and spiritual needs of PDLs. Previous studies have demonstrated the transformative potential of
alternative learning and targeted educational initiatives in enhancing literacy, livelihood skills, and personal

This preprint research paper has not been peer reviewed. Electronic copy available at: https://ssrn.com/abstract=5211347
  3

development. Similarly, rehabilitation programs in correctional facilities align with recommendations to

sustain educational initiatives while introducing complementary projects to ensure holistic growth.

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This study builds on the foundational work of previous educational initiatives by transitioning the
program into research. It seeks to evaluate the program's impact and identify areas for improvement to further
align with the unique needs of PDLs. By drawing on existing literature and integrating insights from previous

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studies, this research aims to contribute to the growing body of knowledge on the rehabilitation of PDLs,
offering actionable recommendations to enhance the delivery of educational and rehabilitation services in
correctional facilities.

1.2. Problem Statement

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Persons Deprived of Liberty (PDLs) often face significant challenges such as illiteracy, lack of
employable skills, and low morale, which hinder their ability to reintegrate successfully into society upon
release. Within correctional facilities, these issues are compounded by limited access to education, vocational
training, and moral development programs, leaving many PDLs unprepared to lead productive lives post-
incarceration. Despite efforts by various institutions, the absence of a comprehensive jail-based model tailored
to address these interconnected issues persists.

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This study seeks to address the critical question: "How can a jail-based model effectively foster moral
recovery, enhance literacy, and promote livelihood opportunities among PDLs to prepare them for successful
reintegration into society?" By developing and implementing a structured rehabilitation program, this research
aims to fill the gap in existing correctional education and rehabilitation efforts, providing a framework for
holistic development that aligns with sustainable development goals and the principles of restorative justice.
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1.2.2 General Objectives of the Study
To develop and implement a jail-based model aimed at fostering moral recovery, enhancing literacy,
promoting livelihood opportunities, and supporting the holistic development of Persons Deprived of Liberty
(PDLs) in correctional facilities, in alignment with sustainable development goals and societal reintegration
efforts.
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1.2.3 Specific Objectives
1. To improve literacy rates among Persons Deprived of Liberty (PDLs) through education and ALS
participation.
2. To equip PDLs with livelihood skills that enable self-sufficiency and economic productivity.
3. To enhance the moral, emotional, and physical well-being of PDLs through structured values
formation and physical fitness programs.
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4. To document and analyze the lived experiences of Persons Deprived of Liberty (PDLs) through video
recordings and testimonies, highlighting their educational journey and personal transformation under
the rehabilitation program.
5. To measure and evaluate the overall impact of the rehabilitation program in fostering moral recovery,
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improving educational outcomes, and preparing PDLs for reintegration into society, using qualitative
evidence from recorded testimonies and other data sources.
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This preprint research paper has not been peer reviewed. Electronic copy available at: https://ssrn.com/abstract=5211347
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Figure 1. The figure above shows the Jail-Based Developmental Framework that integrates literacy, livelihood,
and well-being activities to foster holistic growth and moral recovery among Persons Deprived of Liberty for
successful reintegration into society.
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The Jail-Based Developmental Framework serves as the guiding concept for the implementation of
the extension program specifically designed to foster the holistic development and moral recovery of Persons
Deprived of Liberty (PDLs) within a correctional facility. At the center of the framework lies the Literacy
Enhancement Program (LEP), which acts as the cornerstone for all developmental activities. This central
element highlights the interdependence of three major components: the Literacy Project, the Livelihood
Project, and the Physical/Emotional Development Program. These components work in synergy to address the
complex and multifaceted needs of PDLs, with the overarching goal of preparing them for reintegration into
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society.

1.3. Key Components of the Framework

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1.3.1Literacy project
The Literacy Project aims to eradicate illiteracy and provide Persons Deprived of Liberty (PDLs) with
access to basic education, equipping them with the foundational skills necessary for personal growth and
societal engagement. Anchored in the Department of Education's (DepEd) Alternative Learning System (ALS),
this initiative ensures that PDLs acquire functional literacy and life skills through the ALS Accreditation and
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Equivalency (A&E) Test. By focusing on inclusive and equitable education, the project aligns with SDG 4
(Quality Education), addressing the educational needs of marginalized populations. The high pass rates in the
ALS program underscore the effectiveness of this project in reducing educational disparities within the jail
system, fostering empowerment and better opportunities for PDLs upon their reintegration into society.

1.3.2Livelihood Project
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The Livelihood Project is designed to equip Persons Deprived of Liberty (PDLs) with vocational
training and income-generating opportunities, enabling them to achieve financial self-sufficiency and reduce
their dependency on external support. Practical skills training, such as swab-making, basket weaving, and fan
production, is tailored to local market demands, allowing PDLs to earn income while incarcerated. By fostering
economic independence, this project aligns with SDG 8 (Decent Work and Economic Growth), as it provides
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PDLs with employable skills that facilitate their reintegration into the workforce upon release. Additionally,
the project empowers PDLs to contribute productively to their families and communities, supporting their
transition from incarceration to meaningful societal roles.

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  5

1.3.3Physical/Emotional Development Program

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The Physical/Emotional Development Program focuses on the physical and psychological well-being
of Persons Deprived of Liberty (PDLs) through activities designed to improve morale, instill values, and

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enhance overall mental health. Key initiatives include values formation seminars, spiritual enrichment sessions,
and physical fitness exercises, all of which aim to foster self-discipline, emotional resilience, and a sense of
self-worth among inmates. By promoting moral recovery and personal transformation, this program aligns with
SDG 16 (Peace, Justice, and Strong Institutions) by contributing to the creation of peaceful and inclusive
communities. Furthermore, it addresses emotional and psychological barriers to reintegration, thereby reducing
the likelihood of recidivism and supporting the successful reintegration of PDLs into society.

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1.3.4Role of Stakeholders
The framework underscores the collaborative roles of various stakeholders, each contributing to the
success of the program. The Department of Education (DepEd) provides the curriculum and resources for the
Alternative Learning System (ALS) program, ensuring its alignment with educational standards. Romblon
State University (RSU) facilitates the implementation of the program through its extension services, including
the provision of educational materials, training sessions, and faculty involvement. The Bureau of Jail

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Management and Penology (BJMP) supports the program’s operational needs by ensuring the security and
active participation of PDLs. Additionally, inmates' organizations play a vital role in empowering PDLs to take
active participation in program activities, fostering a sense of ownership and responsibility. Together, these
stakeholders create a robust support system that ensures the effective delivery and sustainability of the program.
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1.3.5Interconnectivity of Components
The arrows in the framework highlight the dynamic interplay between the three core components,
demonstrating their interconnectedness in creating a holistic model for rehabilitation and reintegration. Literacy
serves as the foundation for livelihood opportunities by equipping PDLs with essential knowledge and skills
for vocational training. Livelihood activities, in turn, foster financial independence, which enhances morale
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and emotional well-being. Physical and emotional development programs further strengthen the motivation
and discipline necessary to succeed in both literacy and livelihood initiatives. Together, these components
complement and reinforce one another, ensuring a comprehensive and integrated approach to the rehabilitation
and reintegration of Persons Deprived of Liberty (PDLs).

1.3.6Implications and Sustainability

The Jail-Based Developmental Framework serves as both a conceptual model and a practical
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blueprint for action, addressing the educational, economic, and emotional needs of Persons Deprived of Liberty
(PDLs). Its alignment with the Sustainable Development Goals (SDGs) ensures relevance to global standards
of inclusive development and social justice, promoting quality education, economic opportunities, and moral
recovery. The framework’s demand-driven design, informed by stakeholder collaboration and data-driven
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strategies, enhances its sustainability and adaptability to other correctional facilities. By integrating literacy,
livelihood, and emotional development into a cohesive program, it provides a holistic approach to
rehabilitation, fostering the successful reintegration of PDLs into society as productive and responsible citizens.
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2. THE COMPREHENSIVE THEORETICAL AND LITERATURE BASIS

This section lays the groundwork for the study by examining the theoretical and empirical foundations
of jail-based rehabilitation initiatives. It is organized into two sub-themes: The Theoretical Underpinnings of
Jail-Based Rehabilitation Programs and the Literature Review on Correctional Education and Developmental
Programs. The first sub-theme explores restorative and transformative justice theories, focusing on their role
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in promoting accountability, empowerment, and healing within correctional settings. The second sub-theme
delves into existing research on educational and developmental programs for Persons Deprived of Liberty
(PDLs), highlighting their impact on personal growth, vocational skills, and successful reintegration into
society.
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2.1. Theoretical Underpinnings of Jail-Based Rehabilitation Programs

The concept of restorative justice provides a transformative approach to addressing criminal behavior
and its societal impacts. In their work "In Pursuit of Paradigm: A Theory of Restorative Justice", McCold and
Wachtel [8] present a comprehensive framework that shifts the focus from punitive measures to repairing harm

This preprint research paper has not been peer reviewed. Electronic copy available at: https://ssrn.com/abstract=5211347
 6 

and rebuilding relationships. This paradigm emphasizes community and collaborative processes, such as
conferences and circles, involving victims, offenders, and their families in the justice process. By addressing

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the root causes of criminal behavior, the model fosters accountability and personal growth. Additionally, the
Social Discipline Window introduced by the authors offers a practical tool to apply restorative practices across
various social contexts, striking a balance between control and support to promote empowerment and

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rehabilitation.
Building on the principles of restorative justice, Abramson and Roberts [9] provide further insights
into its collective nature. Their section "Restorative & Transformative Justice: Definitions and Conceptions"
highlights the importance of involving all stakeholders in addressing harms and obligations, thereby facilitating
healing and reparation. Unlike traditional justice models, restorative justice focuses on fostering relationships
and enhancing community well-being. Abramson and Roberts also distinguish between restorative and

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transformative justice, with the latter emphasizing systemic changes to address structural inequalities that
contribute to harm and conflict. This dual perspective broadens the scope of justice practices, ensuring both
immediate and long-term societal benefits.
Transitioning to the context of post-incarceration reintegration, Reamico [6] explores the lived
experiences of former Persons Deprived of Liberty (PDLs) in the Iriga City Jail. Using a qualitative case study
approach, the research identifies significant challenges encountered during reintegration, including societal

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stigma, distrust from family and community members, and limited access to resources for self-sufficiency. To
overcome these barriers, former PDLs relied on community support, personal resilience, and skill development
to rebuild their self-confidence and gain employment opportunities. The study underscores the critical need for
structured post-incarceration support systems to facilitate successful reintegration and reduce recidivism.
Furthermore, it offers valuable insights for crafting policies and support mechanisms tailored to the needs of
PDLs in the Philippine context. er
In addition to post-incarceration challenges, in-prison treatment also plays a pivotal role in shaping
the rehabilitation journey of PDLs. The study titled "A Multiple Case Study on In-Prison Treatment of Persons
Deprived of Liberty in a Penal Colony Without Walls" by Ordaleza and Nabe [7] investigates the lived
experiences of seven PDLs in the Iwahig Prison and Penal Farm. Findings reveal that the PDLs experienced
humane treatment through meaningful activities and rehabilitation programs facilitated by the jail officers.
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Despite challenges triggered by various factors, PDLs utilized diverse coping mechanisms to navigate their life
within the correctional facility. This study highlights the importance of community-driven social service
interventions aimed at addressing the hardships faced by PDLs and supporting their transformation.
Furthermore, it emphasizes that the insights from PDLs' experiences serve as an eye-opener, fostering a broader
understanding of rehabilitation and reintegration needs.
Collectively, these theoretical perspectives and case studies illustrate the interconnectedness of
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restorative justice, in-prison rehabilitation, and post-incarceration reintegration. They underscore the
importance of addressing both systemic barriers and individual needs to create a holistic framework for the
transformation and reintegration of PDLs into society.

2.2. Literature Review on Correctional Education and Developmental Programs

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The importance of education as a transformative tool for Persons Deprived of Liberty (PDLs) is well-
documented in various studies. Labarrete and Tiopes [1], in their study titled "Exploring the Lived Experiences
of the Persons Deprived of Liberty Enrolled in Alternative Learning System," examined the participation of
PDLs in the Philippines' Alternative Learning System (ALS) Behind Bars program. Employing transcendental
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phenomenology and focus group discussions, they identified three key themes: the lived experiences of PDLs
as ALS enrollees, the significance of their attendance, and recommendations for enhancing the program. The
findings highlighted the positive perception of ALS among PDLs and emphasized the need for sustained
government support to ensure the program’s holistic transformation. This study underscores that education
within correctional settings is a vital mechanism to prepare PDLs for reintegration into mainstream society.
Challenges and opportunities within jail-based education programs were explored in the study of
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Davao Prison and Penal Farm's ALS participants, titled "Education Behind Bars: A Phenomenological Study"
[4]. Using a qualitative phenomenological approach with in-depth interviews, the study revealed that ALS
significantly contributes to PDLs' transformation by enhancing their literacy skills and self-esteem. However,
challenges such as low motivation, comprehension difficulties, and personal issues hinder some PDLs from
fully benefiting from the program. The study concluded that the sustainability of ALS initiatives depends on
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the availability of proper instructional support and skill development programs, both of which are critical for
the holistic growth and societal reintegration of PDLs. This research further reinforces the role of educational
programs in addressing both personal and systemic barriers faced by inmates.

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  7

Similarly, the study titled "Learning Behind Bars: The Academic Journey of Persons Deprived of
Liberty" [2] investigated the implementation of ALS in Kabacan, focusing on the challenges and coping

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mechanisms of PDLs pursuing higher education. Major obstacles included the suspension of classes, lack of
educational materials, and family-related concerns. Despite these challenges, PDLs exhibited resilience by
cultivating positive mindsets, reshaping their characters, and drawing inspiration from faith. The study

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advocates for enhanced resource provision, increased teacher engagement, and extended instructional time to
better support the academic growth of PDLs. These recommendations align with broader efforts to improve
access and equity in correctional education.
Building on these perspectives, Faa [3] conducted a study titled "Tracking the Persons Deprived of
Liberty Who are Alternative Learning System (ALS) Passers 2016-2019: Basis for Bureau of Jail Management
and Phenology (BJMP) Manila for Policy Formulation." This research focused on the experiences and

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outcomes of 128 PDL ALS passers in the National Capital Region and surrounding provinces. Findings
revealed that most respondents were male, with varying levels of certification, and many were employed or
engaged in productive activities. Their competencies gained from the ALS program were rated as "very
adequate," while their educational experiences were deemed "extremely relevant" to their current employment
or activities. The study highlights the effectiveness of ALS in equipping PDLs with skills necessary for
reintegration, serving as a model for policy formulation in correctional institutions.

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Lastly, Sagge Jr. [5], in his study titled "Sa Likod Sang Rehas: Educational Needs of Persons Deprived
of Liberty (PDLs) as the Basis for an Extension Program," identified the educational needs of PDLs,
categorizing them into literacy, numeracy, entrepreneurial, and livelihood skills. Key findings included specific
literacy needs such as reading and writing in Hiligaynon, Filipino, and English, while numeracy skills centered
on solving math problems and calculating discounts. Entrepreneurial needs involved creating personal budget
plans and identifying viable business ventures. Based on these findings, the "Pagbulig, Pagpabakod, kag Pag-
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uswag (3Ps) Program" was developed to address these gaps, fostering self-reliance among PDLs and enabling
their successful reintegration into society. This study emphasizes the importance of targeted educational
programs that empower PDLs for personal growth and community engagement.
In summary, these studies collectively highlight the transformative potential of correctional education
programs. By addressing the unique educational and developmental needs of PDLs, these initiatives pave the
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way for moral recovery, skill development, and successful reintegration into mainstream society. The
consistent findings across these studies underline the need for sustained support, innovative program design,
and collaborative implementation to maximize the impact of education behind bars.

3.Methodology

3.1. Research Design

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This study employs a mixed-methods research design, integrating quantitative and qualitative
approaches to evaluate the program comprehensively. The quantitative component involves the analysis of
ALS A&E test records and participation metrics in livelihood and development activities. The qualitative
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component captures personal narratives through a video testimony and handwritten reflections from PDLs.
The "Eskwela sa Selda" initiative began as an educational intervention designed to provide support to
Persons Deprived of Liberty (PDLs). Over time, the program was converted into a research study to
systematically evaluate its effectiveness in addressing literacy, livelihood, and moral development needs
among PDLs. This study employs a mixed-methods approach, combining quantitative and qualitative data
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collection and analysis to comprehensively assess the program's outcomes and impact.

3.2. Research Method

This study adopts an Action Research Design, which is participatory and iterative in nature, aimed at
evaluating and improving the "Eskwela sa Selda" program for PDLs. Action research involves a cycle of
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planning, action, observation, and reflection, allowing stakeholders to collaboratively identify challenges,
assess program effectiveness, and recommend actionable solutions. This method facilitates the systematic
examination of the program's processes and outcomes to enhance its literacy, livelihood, and moral
development initiatives.
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3.2. 1. Quantitative Data Collection

Quantitative data were gathered from Alternative Learning System Accreditation and Equivalency
(ALS A&E) test records from 2017 to 2021, provided by relevant educational authorities. Metrics on
participation in livelihood and physical/spiritual development activities were analyzed to measure economic

This preprint research paper has not been peer reviewed. Electronic copy available at: https://ssrn.com/abstract=5211347
 8 

impacts and levels of engagement. These data were critical for evaluating the program's achievements in
literacy improvement and economic empowerment.

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3.2.2. Qualitative Data Collection

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The qualitative component captures the personal experiences of PDLs, focusing on the unique aspects
of coaching and mentoring provided by educational facilitators. Data were collected through a video testimony
from one PDL who successfully reintegrated into society, offering insights into the program's transformative
effects. Additionally, handwritten reflections were voluntarily provided by PDLs, highlighting their insights
and growth through the program. Thematic analysis of these testimonies provided an in-depth understanding
of the program’s impact on their rehabilitation and personal development.

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3.2.3. Steps and Procedures for Choosing Qualifiers for ALS Elementary and
Secondary Exams

The selection process for ALS qualifiers followed a structured, collaborative approach:
1. Memorandum of Agreement (MOA): An MOA outlined the roles and responsibilities of all

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participating parties, ensuring clear program implementation and accountability.
2. Data Acquisition: Profiles of eligible PDLs for the ALS program were obtained from correctional
facility authorities.
3. Screening and Interviews: PDLs were interviewed to assess their willingness and readiness to
participate and categorized based on their educational background:
 Illiterate Participants: Enrolled in the "Teach One, Each One" subprogram, focusing on
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foundational literacy and numeracy skills through one-on-one mentoring.
 Elementary Qualifiers: Prepared for ALS elementary-level A&E exams.
 Secondary Qualifiers: Coached for ALS secondary-level A&E exams through structured
sessions.
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3.2.4. The Role of Educational Facilitators

Educational facilitators played a pivotal role in the program's implementation. These individuals
conducted tutorial sessions in preparation for scheduled ALS examinations, which were administered within
the correctional facility in coordination with ALS representatives and facility officers. The coaching and
mentoring efforts, as well as the provision of educational materials, were facilitated through a structured
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extension initiative. This collaborative approach ensured that PDLs were adequately prepared for the ALS
A&E exams, enhancing their chances of passing and acquiring educational credentials.

3.3. Data Collection Instruments

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1. Survey and Interview Guides: Structured interview guides were used to elicit detailed narratives from
released PDLs.
2. Document Analysis Framework: Test results, financial records, and attendance sheets were analyzed
for quantitative data.
3. Video Documentation: Video recordings provided visual and auditory evidence of the transformation
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and reintegration journeys of selected PDLs.

3.4. Data Analysis

Statistical tools, including frequency counts, percentages, and averages, were employed to analyze
the ALS A&E results, financial gains from livelihood projects, and participation rates, providing a clear
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assessment of the program's effectiveness in achieving its goals. In addition to these quantitative measures,
qualitative data were analyzed using thematic analysis, which identified recurring themes from video
testimonies and handwritten reflections. Transcriptions were carefully coded to highlight core themes such as
self-reliance, the transformative power of education, and challenges to social reintegration.
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3.5. Ethical Considerations

All participants provided informed consent, ensuring their voluntary participation in the study. The
anonymity and confidentiality of the Persons Deprived of Liberty (PDLs) were maintained throughout the

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  9

research process by anonymizing personal data and securing all collected information. Ethical clearance was
obtained from the relevant institutional Ethics Committee/Review Board, ensuring compliance with research

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standards and ethical guidelines. The study adhered to international ethical research principles, including the
Declaration of Helsinki and national research ethics policies.
As part of the ethical review process, all protocols were assessed to safeguard the rights and well-

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being of vulnerable populations, particularly the PDLs. Special precautions were taken to ensure that
participation was free from coercion and aligned with human rights and ethical research standards.

3.6. Scope and Delimitations

This study examined the impact of a jail-based education and rehabilitation program within a

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correctional facility, focusing on current and released Persons Deprived of Liberty (PDLs) who participated in
program components, including alternative learning initiatives, livelihood projects, and physical and emotional
development sessions from 2017 to 2021. By employing a mixed-methods approach, the study integrated
quantitative data and qualitative insights to capture the program’s multidimensional effects.
The scope was limited to PDLs within a single correctional facility and did not include comparisons
with other jails or rehabilitation programs. Nonetheless, the findings offer actionable insights for improving

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similar programs and facilitating their replication in other correctional settings to promote sustainability and
scalability.

4.Results and Discussion

This section presents the results and discussion, integrating both quantitative and qualitative data to
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evaluate the program's impact. Quantitative findings focus on PDLs' performance in the ALS Accreditation
and Equivalency tests, livelihood proceeds, and participation in spiritual and physical fitness activities,
showcasing measurable outcomes. The qualitative component explores PDLs' personal experiences and
reflections, drawing from video testimonies and written accounts to highlight themes of transformation,
gratitude, resilience, and advocacy, underscoring the program's role in fostering personal growth, moral
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recovery, and social reintegration.

4.1. Results

4.1. 1 Quantitative Results

This sub- section presents the quantitative outcomes of the program, highlighting its impact on
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education, livelihood, and rehabilitation among Persons Deprived of Liberty (PDLs). Results from the ALS
Accreditation and Equivalency (A&E) tests (2016–2021) show improvements in academic performance, while
financial proceeds from livelihood activities demonstrate the program's success in fostering economic
productivity. Consistent participation in spiritual and physical fitness activities further reflects the program’s
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role in enhancing psychological and physical well-being, emphasizing its holistic approach to PDL
rehabilitation and reintegration.

4.1.1.1 ALS Performance Overview

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This focus are presents the outcomes of the ALS Accreditation and Equivalency (A&E) tests,
highlighting pass rates at the elementary and secondary levels from 2016 to 2021.

Table 1. ALS Elementary and Secondary Qualifiers from Correctional Facilities (2016-2021)
Elementary
School Year
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Takers Passers Percentage

2020-2021 3 2 66.67

2019-2020 4 4 100
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2018-2019 10 10 100
2017-2018 8 7 87.50
2016-2017 6 2 33.33

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 10 

Total 77.5

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Secondary
2020-2021 7 7 100

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2019-2020 6 6 100
2018-2019 10 10 100
2017-2018 14 13 92.86
2016-2017 12 11 91.67

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Total 96.91

The data illustrates the performance of Persons Deprived of Liberty (PDLs) in the Alternative
Learning System (ALS) Accreditation and Equivalency (A&E) test at both elementary and secondary levels
over five academic years (2016-2021). The results highlight the program’s effectiveness in promoting

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educational development among PDLs, with clear trends observed across the years and levels.
At the elementary level, the overall average pass rate was 77.5%, indicating moderate success in improving
literacy and foundational skills among participants. Significant trends emerged in the pass rates over the five
years. The highest pass rates (100%) were recorded during the 2018-2019 and 2019-2020 academic years,
suggesting optimal program implementation during these periods. Conversely, the lowest pass rate (33.33%)
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occurred in 2016-2017, reflecting challenges that may have affected participant preparedness or program
delivery. Although there was a positive upward trend in pass rates from 2016-2017 to 2018-2019, a slight
decline was noted in 2020-2021 (66.67%), indicating the need for consistent interventions to sustain progress
in elementary-level educational outcomes.
In contrast, the secondary level demonstrated consistently high performance, with an impressive
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overall average pass rate of 96.91%. Notably, the program achieved perfect pass rates (100%) in three
consecutive academic years: 2018-2019, 2019-2020, and 2020-2021. This consistency highlights the
program’s effectiveness in equipping secondary-level participants with the skills and knowledge required for
success in the A&E test. The lowest pass rate (91.67%) at the secondary level was recorded in 2016-2017,
which, while not perfect, still reflects substantial success in preparing learners for academic achievement.
A comparison of the elementary and secondary levels reveals that secondary-level pass rates were
consistently higher than those of elementary-level participants. This disparity suggests that secondary-level
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PDLs may have entered the program with stronger foundational skills or that the interventions provided were
more effectively tailored to their needs. The lower performance at the elementary level underscores the need
for targeted strategies to address challenges faced by elementary learners, such as insufficient preparation or
limited educational backgrounds.
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Overall, the data confirms the positive impact of the ALS program in fostering educational attainment
among PDLs, particularly at the secondary level. These findings provide actionable insights for enhancing the
program, including tailoring support for elementary-level participants and ensuring the availability of
resources to sustain high performance across both levels. By addressing these areas, the program can further
maximize its transformative potential and contribute to the holistic rehabilitation of PDLs.
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4.1.1.2 Economic Productivity Through Livelihood Proceeds

This data category focuses on the financial proceeds generated by PDLs from livelihood activities,
demonstrating their enhanced vocational skills and contributions to economic productivity.
ep
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  11

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Figure 2. Proceeds from Livelihood Projects

Proceeds from the livelihood project conducted under the extension program are displayed in figure
2, specifically detailing the contributions of Persons Deprived of Liberty (PDLs) and the college's share over

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three key periods: August 2017, August 2018, and July 2019. The distribution of proceeds reflects a 90%
allocation for the PDLs and a 10% share for the college, emphasizing the program's focus on empowering
PDLs through financial incentives and support.
In 2017, the total proceeds amounted to ₱8,135, with ₱7,321.50 allocated to PDLs and ₱813.50 to the
college. By 2018, the total increased to ₱9,230, of which ₱8,307 went to the PDLs, while ₱923 was retained
by the college. The highest revenue was recorded in 2019, with total proceeds of ₱15,025, where ₱13,523.40
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was allocated to PDLs, and ₱1,502.60 was the college's share. Overall, the project generated total proceeds of
₱32,390, with PDLs receiving ₱29,151.90, and the college receiving ₱3,239.10.
The steady growth in total proceeds over the three years demonstrates the program's success in
fostering livelihood opportunities and generating income for PDLs. The significant allocation of proceeds to
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PDLs (90%) underscores the program's commitment to their economic empowerment and financial
independence. Additionally, the college's share indicates its role in sustaining and managing the program.
These results highlight the positive impact of the livelihood project in providing PDLs with practical skills and
income, supporting their reintegration into society and reducing reliance on external financial aid.

4.1.1.3 Transformational Engagement in Spiritual Formation

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This segment explores participation in spiritual and physical fitness activities from 2017 to 2021,
emphasizing their role in fostering resilience, discipline, and personal transformation among PDLs.
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Figure 3. Participation in Spiritual and Physical Fitness Activities

Figure 3 highlights the participation of Persons Deprived of Liberty (PDLs) in the spiritual and
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physical fitness activities of the Ayuda sa Selda program from 2017 to 2021, underscoring consistent
engagement and its impact on their personal development. In 2017, 178 PDLs participated, demonstrating
strong initial involvement. While the number slightly decreased to 176 in 2018 and further dropped to 168 in
2019, participation remained significant. By 2020 and 2021, the numbers fluctuated to 125 and 142,

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 12 

respectively. Despite these variations, the data illustrate the sustained interest and relevance of these activities
among PDLs.

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These activities were designed to enhance the psychological and physical well-being of PDLs through
values formation seminars, spiritual enrichment sessions, and physical fitness exercises. By instilling
discipline, fostering emotional resilience, and promoting self-worth, the program consistently engaged PDLs

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and supported their holistic transformation. The steady participation over the years underscores the program’s
effectiveness in addressing the needs of PDLs and preparing them for reintegration into society.

4.2. Qualitative Results

The qualitative component of this study explores the personal experiences and reflections of Persons

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Deprived of Liberty (PDLs) who participated in the program. Using thematic analysis, insights were drawn
from video testimonies and written reflections to capture the transformative impact of the program on their
lives. The analysis highlights recurring themes such as transformation, gratitude, resilience, and advocacy,
which collectively underscore the program's role in fostering personal growth, moral recovery, and social
reintegration among PDLs.

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4.2.1 Themes and Insights from Video Testimonies

Key themes, sub-themes, and representative statements from video testimonies highlight the
transformative impact of the program. These themes include Transformation and Redemption, Gratitude for
Support, and Challenges and Personal Struggles.

Themes Sub-Themes
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Table 2. Matrix of Themes: Thematic Analysis of Video Testimony
Representative Statements
Transformation and Turning Point in "Akala ko yun ay katapusan ko na... ngunit sabi ng
Redemption Life Panginoon sa Jeremiah 29.11 I know the plans I have for
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you."
Faith and Spiritual "Binago po ako ng Panginoon. Huwag na po natin antayin
Growth na tayo pa ay paluhin ng Panginoon o sabihin ng
Panginoon na magbago ka na."
Gratitude for Education and "Lubos na nagpapasalamat sa College of Education... sa
Support Skills Training libreng servisyon na binigay niya sa amin."
Livelihood "Maraming salamat... sa livelihood na ninyo pong sinare
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Opportunities sa amin... nakakabili kami ng pagkain kahit nasa loob po

kami ng jail."
Challenges and Personal Struggles "Mahirap ang buhay... tumutulong po ako sa aking mga
Resilience magulang sa paghahanap-buhay."
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Hope Amidst "Huwag po tayo mawala ng pag-asa. Tulad ko na patuloy

Hardship na lumalaban sa hamon ng buhay."
Advocacy and Call to Action for "Nawa ay maging aral ang aking buhay... ituwid na natin
Reflection Others ang ating landas para maging progresibong mamamayan."
Faith-Centered "Gawing sintro ng ating buhay ang Panginoon sapagkat
Perspective ang Panginoon ay siyang magbibigay sa atin ang tamang
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landas."

The thematic analysis is derived from a video-recorded testimony of Brother Joseph Solidum, a
recipient of the Eskwela sa Selda program. The video captures his authentic reflections, delivering a heartfelt
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narrative of transformation, gratitude, and advocacy. The visual and auditory elements of the video further
enhance the emotional weight of his testimony, providing a vivid and personal account of his journey.
Transformation and Redemption emerge as dominant themes. Solidum shares how the program, combined
with his deepened faith, helped him find hope during a period of despair. His reference to scripture, "I know
the plans I have for you," highlights the spiritual guidance he received through the program. The program’s
moral recovery component played a pivotal role in fostering this transformation.
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The theme of Gratitude for Support is evident as Solidum acknowledges the College of Education for its
extensive efforts. He expresses appreciation for both educational opportunities and livelihood projects, which
provided practical benefits like earning income even within the confines of incarceration. The statement,

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  13

“Nakakabili kami ng pagkain kahit nasa loob po kami ng jail,” encapsulates the program's tangible impact on
his quality of life.

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The video testimony also sheds light on Challenges and Resilience. Solidum narrates the financial
hardships and societal stigma he endured, coupled with familial responsibilities. However, his resilience shines
through, encouraging others to persevere, as shown in his words, “Huwag po tayo mawala ng pag-asa. Tulad

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ko na patuloy na lumalaban sa hamon ng buhay.”
The testimony transitions into a reflective and advocative tone with themes of Advocacy and Reflection.
Solidum calls on others to learn from his experience, advocating for proactive change and personal
transformation. His faith-centered perspective, emphasized by the program’s spiritual component, highlights
the importance of moral recovery alongside education and livelihood skills.
This analysis underscores the multi-dimensional impact of the program as depicted in the video

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testimony. The program’s integration of education, livelihood training, and moral recovery creates a holistic
model for rehabilitation, exemplified through the real-life transformation of its beneficiaries. The video format
not only conveys the content but also amplifies the emotional resonance of Solidum’s journey, making it an
effective medium for sharing the program’s success.

4.2.2. Narrative Reflections of PDLs on the Program's Educational Impact

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This subheading introduces the table and indicates that it focuses on the qualitative insights gathered
from PDL participants, emphasizing their reflections on the program's educational influence. The table
provides a structured analysis, categorizing themes, evidence from actual lines, and thematic descriptions that
capture the transformative experiences and perspectives of PDLs.
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Table 3. Matrix of Thematic Analysis on Narrative Reflections of Persons Deprived of Liberty (PDLs)
on Educational Program Impact

Participant Themes Evidence (Actual Lines) Theme Description

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Participant Gratitude and Faith “Sa tulong ng Diyos, kami ay Acknowledging and
1 binigyan ng kaunting mga appreciating the assistance
kakayahan…” provided by stakeholders,
paired with reliance on faith
for strength and guidance.
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Appreciation for “Hindi po namin akalain na The value placed on learning

Educational magkakaroon ng ganitong opportunities, emphasizing
Opportunities programa na magbibigay sa skill-building provided by the
amin ng kaalaman.” intervention.
Hope and “Nabago po ang aming The program’s impact on
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Transformation pananaw at nagkaroon kami ng personal transformation and

pag-asa.” optimism for future
reintegration into society.
Recognition of “Ang aming kalagayan ay Reflecting on hardships and
Challenges mahirap, ngunit kami ay the reality of the correctional
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natututo pa rin…” system, while striving to learn

through the program.
Encouragement to “Sana po ay ipagpatuloy ninyo Emphasizes the need for
Continue Support ang ganitong mga programa.” sustainability and ongoing
advocacy for marginalized
individuals.
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Participant Gratitude for Education “Lubos ang pasasalamat ko sa Captures appreciation for the
2 and Support mga guro at sa College of program's educational and
Education.” supportive framework.
Challenges and Initial “Noong una po, hirap kami Reflects difficulties in
Hesitation makibagay sa sistema.” adapting to the learning
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environment and new

routines.

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 14 

Personal “Natutunan po namin ang Demonstrates the

Transformation and disiplina at maraming bagong transformative impact of the

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Skill Development kaalaman.” program on self-discipline
and skills acquisition.
Hope and Motivation “Nais ko pong magpatuloy na Reflects hope for self-

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matuto para sa mas mabuting improvement and motivation
kinabukasan.” to continue learning.
Acknowledgment of “Salamat po sa BJMP at mga Highlights the importance of
Stakeholders guro sa kanilang suporta.” collaboration among various
stakeholders in ensuring the
program’s success.

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Participant Gratitude for “Salamat sa RSU at sa mga Demonstrates thankfulness for
3 Opportunities tumulong upang mabigyan the educational opportunities
kami ng kaalaman.” provided by the program.
Acknowledgment of “Marami akong natutunan tulad Highlights the participant’s
Skill Development ng pananahi at iba pang recognition of the practical
kabuhayan.” skills learned.

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Overcoming Adversity “Kahit mahirap ang kalagayan Underscores resilience and
namin, pinilit naming matuto.” the ability to persevere despite
challenging circumstances.
Hope for the Future er“Ang mga natutunan ko ay Reflects optimism about the
magagamit ko sa labas para sa positive impact of the
pamilya ko.” program on future
reintegration and family life.
Praise for Program “Maganda ang layunin ng Highlights the program's
Implementation programa, lalo na sa pagbibigay effective implementation in
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ng mga kasanayan.” providing livelihood skills
and education.
Participant Gratitude for Support “Maraming salamat sa Expresses appreciation for the
4 and Opportunities pagkakataong matuto sa tulong opportunity to grow and the
ng programang ito.” support received from
stakeholders.
Personal “Malaki ang natutunan ko sa Reflects the program’s impact
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Transformation and programang ito, at nagkaroon on personal growth and

Learning ako ng bagong pananaw.” development.
Family Motivation “Ang aking pamilya ang Emphasizes family as a
nagsisilbing inspirasyon para primary motivator for self-
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magpatuloy.” improvement and

reintegration efforts.
Overcoming Adversity “Kahit maraming pagsubok, Highlights resilience and
natutunan kong magpursigi sa determination to overcome
tulong ng programa.” challenges through the
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support of the program.

Hope and Optimism “Umaasa ako na ang natutunan Captures the participant’s
ko ay magiging tulay sa mas hope for a better future
maliwanag na kinabukasan.” resulting from the skills and
experiences gained from the
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program.

Table 2 highlights the profound impact of the educational program on the lives of Persons Deprived
of Liberty (PDLs), showcasing themes of gratitude, personal transformation, resilience, and hope for the future.
Across all participants, there is a strong expression of appreciation for the opportunities provided by the
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program, particularly for the support from facilitators, stakeholders, and institutions like Romblon State
University. The reflections reveal how the program enabled participants to acquire practical skills such as
tailoring, develop discipline, and gain new knowledge, fostering a sense of purpose and self-worth despite their

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  15

challenging circumstances. This underscores the value of education as a transformative tool for marginalized
individuals.

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Moreover, the participants demonstrated resilience and a forward-looking mindset, expressing
optimism about applying their newly learned skills to improve their lives and support their families upon
reintegration into society. The role of family as a source of motivation is particularly prominent, serving as a

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driving force behind their determination to overcome adversity. Additionally, the reflections emphasize the
importance of collaboration among stakeholders, such as educators and the Bureau of Jail Management and
Penology (BJMP), in creating a supportive environment. Overall, the narratives provide compelling evidence
of how education and livelihood programs can inspire hope, instill confidence, and prepare PDLs for a brighter
future.

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4.3 Discussion

This section examines the findings of the study, focusing on quantitative and qualitative outcomes to
provide a holistic understanding of the program's impact. The quantitative analysis highlights the academic
achievements, economic contributions, and consistent participation in spiritual and physical fitness activities
among PDLs. Meanwhile, the qualitative insights delve into their personal transformations, resilience,

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gratitude, and spiritual growth. Together, these results underscore the program’s multifaceted role in fostering
holistic rehabilitation, moral recovery, and reintegration into society.

4.3.1 Quantitative
The results of the study, which highlighted the impressive performance of Persons Deprived of Liberty
(PDLs) in the Alternative Learning System (ALS) Accreditation and Equivalency Test (A&E), resonate
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strongly with the findings from the reviewed literature. Mercy Castillo’s phenomenological study on ALS
emphasizes the program's transformative potential in addressing educational gaps and fostering personal
growth among learners who were previously excluded from formal education【10】. Similarly, the results
from the Odiongan District Jail reflect the ALS program’s ability to empower PDLs, as evidenced by
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consistently high pass rates, particularly at the secondary level (96.91%). The program's success in achieving
perfect pass rates in certain years aligns with the literature’s assertion that personalized and flexible approaches
in ALS enhance learners' self-esteem and skill development, even in challenging environments. This
connection underscores the importance of maintaining a learner-centered approach to maximize the program's
impact.
Additionally, the challenges identified in the results, such as the fluctuating pass rates at the
elementary level, mirror the barriers discussed in the study "Analysis of Barriers to Access and Complete the
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Alternative Learning System among Adolescents"【11】. Socio-economic constraints, logistical challenges,

and the need for adequate resources likely contribute to the variability in elementary-level outcomes. This
finding highlights the need for tailored interventions, as suggested in the literature, to ensure program
accessibility and consistency in outcomes. The implications of these findings extend to policymakers and
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educators, underscoring the necessity of sustained support, enhanced resource allocation, and program
customization to address the unique needs of PDLs. By addressing these challenges, ALS programs can achieve
greater inclusivity and ensure the continued success of transformative educational interventions for
marginalized populations.
The results of the livelihood project conducted under the "Ayuda sa Selda" program align with the
findings of J.L. Gumatay [12], which highlight the importance of structured livelihood and capacity-building
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programs in supporting the reintegration of Persons Deprived of Liberty (PDLs). The 90% allocation of
proceeds to PDLs mirrors the objectives of Gumatay's "RISE" program, which focuses on equipping PDLs
with marketable skills and creating pathways for meaningful societal contributions. Similar to the Micro-
Enterprise Development Skills Training (MEDT) and Basic Employment Skills Training (BEST) modules
discussed in Gumatay's study, the livelihood project emphasized practical skill development and income
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generation, helping PDLs achieve financial independence. The steady growth in proceeds over the years
demonstrates the effectiveness of such initiatives in fostering self-reliance and addressing systemic barriers
like unemployment and social exclusion. This parallel suggests that multi-agency collaboration and structured
interventions can lead to tangible improvements in PDLs' economic empowerment and reintegration outcomes.
Similarly, the findings are supported by the initiatives of DOST-NCR, as described by Rapisora [13],
which integrate science and technology to enhance PDLs’ livelihood capabilities. The "Bread and Pastry
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Livelihood Project" and the "Parol or Christmas Lantern Making Project" both underscore the significance of
providing PDLs with tools, training, and opportunities for skill enhancement. These projects, much like the
"Ayuda sa Selda" livelihood initiative, prioritize sustainability and scalability, aiming to empower PDLs for
societal reintegration. The results of the "Ayuda sa Selda" program align with these examples by showcasing

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 16 

how strategic livelihood initiatives contribute to reducing reliance on external aid, fostering hope, and
preparing PDLs for life beyond incarceration. Together, these studies and findings highlight the transformative

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potential of livelihood programs in promoting dignity, self-sufficiency, and community reintegration for PDLs.
The study conducted by Flores-Barolo and Vicente [14] aligns with the findings from on
demonstrating the critical role of holistic programs in addressing the psychological, social, and physical well-

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being of Persons Deprived of Liberty (PDLs). While Flores-Barolo and Vicente emphasized the reliance of
PDLs on interpersonal support, religious practices, and personal resilience to navigate incarceration challenges,
the results from the Ayuda sa Selda program highlight how structured activities, such as values formation
seminars, spiritual enrichment sessions, and physical fitness exercises, further support these coping
mechanisms. Both studies underscore the importance of targeted interventions that foster emotional resilience,
discipline, and self-worth among PDLs. The sustained participation in Ayuda sa Selda's activities from 2017

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to 2021 reflects the program's effectiveness in engaging PDLs and promoting their holistic development,
resonating with the RRL's call for institutional support to address the challenges of incarceration and facilitate
successful reintegration into society.

4.3.2 Qualitative

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The transformative power of educational programs like Eskwela sa Selda echoes broader research that
underscores the critical role of tailored educational interventions in addressing diverse societal needs. While
the term ALS often refers to the Alternative Learning System in the Philippine context, studies like that of
Newell, Adhikari, and Halden [18], which examined environmental factors related to Amyotrophic Lateral
Sclerosis (ALS), highlight how targeted approaches in different fields are essential for addressing unique
challenges. Similarly, the Eskwela sa Selda program demonstrates how a focused, integrative approach can
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profoundly impact the personal and educational transformation of Persons Deprived of Liberty (PDLs).
The thematic analysis of the testimony reveals key themes of transformation, gratitude, and advocacy,
underscoring the impact of the program in fostering self-reliance and moral recovery. These findings align with
studies by Vivares [19] and Sarenas et al. [20], which emphasize the role of educational programs in reshaping
attitudes and equipping PDLs with skills for reintegration. The gratitude expressed for the livelihood initiatives
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and educational support highlights how these components address practical needs, directly aligning with the
identified significance of skills training in Sarenas et al.’s [20] study. Additionally, the moral recovery aspect
echoes the importance of resilience and faith observed by Vivares [19] in ex-convicts’ reintegration
experiences.
The holistic approach of Eskwela sa Selda—encompassing education, livelihood training, and moral
recovery—finds further support in Bermudez's [22] research, which highlights the need for character-building
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and faith in overcoming life challenges. Moreover, the structured and supportive nature of the program mirrors
the findings of R. G. Sarenas, C. M. Serabia, A. C. Camitoc, and J. N. Cagara, [21] on the positive outcomes
of collective learning environments. By addressing practical needs and fostering personal growth, the program
creates a robust framework for rehabilitation and reintegration, affirming the potential of multidimensional
interventions to empower marginalized individuals to rebuild their lives with dignity and purpose.
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The results of the educational program's impact on Persons Deprived of Liberty (PDLs) strongly align
with the findings of the reviewed related literature. Themes of gratitude, personal transformation, and skill
development observed among the participants are well-supported by the studies of Sarenas et al. [24] and Sagge
et al. [5], which highlight the significance of tailored educational and developmental programs for PDLs.
Sarenas et al. emphasized how welfare and development programs by the BJMP fostered changes in attitude,
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skill acquisition, and reintegration, reflecting this study's findings on practical skills and personal growth.
Similarly, Sagge et al. identified key gaps in literacy, numeracy, and livelihood skills, affirming the importance
of education as a life-changing tool for PDLs. Additionally, the resilience and optimism demonstrated by
participants align closely with Paclauna's [26] documentation of coping mechanisms and life-changing
experiences during the pandemic. These connections emphasize the widespread value of education and support
systems in promoting rehabilitation and reintegration among PDLs.
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However, there are subtle distinctions between the current findings and some of the related studies.
While Cano et al. [25] highlighted the emotional struggles of PDLs, such as loneliness and societal
discrimination, this study focused more on positive outcomes like skill development and hope for the future.
Furthermore, Amores et al. [27] emphasized adaptive coping strategies during the pandemic, which aligns with
the current study's findings on resilience but delves deeper into specific mechanisms like spiritual and cognitive
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approaches. The importance of collaboration among stakeholders, noted in this study, is consistent with the
findings of Sarenas et al. [24], Paclauna [26], and Amores et al. [27], all of whom stress the need for collective
efforts involving families, government, and communities. Together, these studies provide a comprehensive

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  17

understanding of the broader implications of the current findings, validating the results while highlighting
specific areas of focus, such as education and skill-building for PDLs.

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5.Conclusion

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The study underscores the significant impact of holistic interventions in transforming the lives of
Persons Deprived of Liberty. By combining education, livelihood training, and moral recovery, the program
has empowered participants to achieve academic success, develop practical skills, and rebuild their lives with
dignity and hope. The results affirm the importance of tailored, integrative approaches to rehabilitation that
address both the practical and personal challenges faced by marginalized individuals. This model not only
supports reintegration efforts but also contributes to reducing recidivism and fostering a more inclusive society,

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highlighting the essential role of sustained institutional support and collaboration in ensuring its continued
success.

6.Implication of the Study

The findings highlight the transformative potential of integrated educational and livelihood initiatives

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in correctional rehabilitation. The success of the educational component, as evidenced by the impressive
performance of PDLs in the ALS A&E Test, underscores the value of providing accessible, learner-centered
education tailored to marginalized populations. The livelihood projects, with their emphasis on skill-building
and financial independence, reveal the importance of equipping PDLs with practical tools for self-reliance and
economic productivity. The holistic approach, combining education, moral recovery, and livelihood training,
demonstrates how multidimensional interventions address not only practical challenges but also foster
er
resilience, self-worth, and spiritual growth. These insights emphasize the need for sustained program support,
multi-agency collaborations, and resource investment to maximize the impact of such initiatives on
rehabilitation and reintegration outcomes, serving as a model for similar efforts globally.
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7.ACKNOWLEDGEMENTS

The authors extend their heartfelt gratitude to all institutions and individuals who contributed to the
successful implementation of this study. Special appreciation is given to the stakeholders, facilitators, and
participants of the jail-based education program for their invaluable support and collaboration. Deepest thanks
are also extended to the Persons Deprived of Liberty (PDLs) who actively participated in the program and
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shared their experiences, which greatly enriched this research.

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This preprint research paper has not been peer reviewed. Electronic copy available at: https://ssrn.com/abstract=5211347