The persistent challenge of out-of-school children, youth, and adults (OSCY) in the Philippines highlights the need for collaborative and context-responsive educational interventions that address both access to and quality of learning. This study assessed the impact of Project ALTAS (Alternative Learning Through Accessible Services), a university–public school partnership implemented to support Alternative Learning System (ALS) learners in Molino, Bacoor, Cavite. Using an embedded mixed-methods research design, the study examined the effects of Project ALTAS over a three-year period (2023–2025) on learners’ educational empowerment, perceived life transformation, and overall program impact.

Quantitative data were collected from 160 ALTAS completers through archived records and a statistically validated Likert-type survey (Ca= 0.86), while qualitative data were gathered through expert validated focus group discussions interview protocol with 12 ALTAS learners, two ALS advisers, and five parents. Descriptive statistics and thematic analysis were employed, with integration achieved through data triangulation. Results showed that Project ALTAS consistently engaged a large proportion of ALS learners, with 48.7% completing the program and 38.9% graduating from ALS across three cohorts. Quantitative findings revealed high levels of educational empowerment (overall mean = 3.82), life transformation (overall mean = 3.48), and perceived overall impact (overall mean = 3.41). Program evaluation results further indicated an Excellent overall implementation (mean = 4.83).

Qualitative narratives substantiated these findings, revealing that learners experienced increased confidence, clearer life direction, improved responsibility, and renewed hope for education and work. Advisers and parents validated these changes by noting enhanced motivation, well-being, and positive outlook among learners. Overall, the findings demonstrate that Project ALTAS functioned as a holistic and effective intervention that complemented ALS implementation. The study recommends the institutionalization of Project ALTAS as a sustained program to strengthen its long-term impact and scalability in supporting marginalized learners.