Marginalized learners confront structural barriers and systemic challenges that hamper their access to quality education and health services. Multiply-Ed 2.0 is zeroing in on the situation of disadvantaged learners, namely indigenous peoples, Muslims, girls, students with additional needs (SWANs) and LGBQTIA+.
Last May 16, Multiply-Ed in Cagayan de Oro (CDO) and General Santos City (GenSan) convened duty-bearers to learn about government’s programs and services for marginalized learners. The event was attended by eight duty-bearers from the following offices:
- DepEd Cagayan de Oro
- CDO City Improvement and Development
- CDO City Social Welfare and Development (CSWD)
- CDO Local Youth Development Office (LYDO)
- CDO City Health Office
- DepEd General Santos City
- General Santos City Mayor’s Office – Integrated Cultural Communities Affairs Division (ICCAD)
- General Santos City Sangguniang Kabataan Federation
Inclusive Education
Both division offices of the Department of Education (DepEd) affirmed the policy of inclusivity that ensures all youth are enabled to access education. Marginalized learners in DepEd refers to students who are Indigenous Peoples, Muslims, learners with disabilities, young girls, as well as those in Last Mile Schools, and out-of-school youth.
In the case of health duty-bearers present, their adolescent programs and services cater to all youth. The focus is on support for pregnant teenagers and mental health services given that these are considered major issues that affects access to education.
In GenSan, the Mr. Ernesto Vigafria, Jr. of DepEd noted that there are 15,000 IP learners and 17,000 Muslim learners, compromising around 10% of their population.
Acknowledging the need to support marginalized learners, various government offices have provided different programs for them.
Programs for Indigenous Learners
For DepEd, they have the IP Education (IPEd) Program specifically catering to IP students. The program is anchored to the National Indigenous Peoples Education Policy Framework (Department Order No. 62, s. 2011), ensuring IPs have access to basic education that is responsive to their social and cultural contexts. IP coordinators are also trained to ensure that their curriculum is contextualized to the culture of the students.
Mr. Vigafria added that there is also the Last Miles School Program of DepEd that aims to build schools in geographically isolated and disadvantaged areas (GIDA), where there are also IP students.
As the office mandated to handle matters concerning IPs and Muslims, GenSan’s ICCAD conducts training for IP professionals to serve as parateachers to teach and preserve the Bla’an language. The SK Federation of GenSan also provides cultural workshop and skills training for IP children, and various talks/seminars.
Programs for Muslim Learners
Arabic Language and Islamic Values Education (ALIVE) under DepEd’s Madrasah Education Program caters specifically to Muslim learners. According to DepEd, there should be at least one madrasah teacher per ten (10) Muslim students in the school. Mr. Vigrafria noted that ALIVE is usually only for elementary schools, and not all schools offer ALIVE as it depends on the Muslim population in the area.
In GenSan, this program is further supplemented by the local government unit (LGU) by establishing the Madaris for Peace project wherein they maintain 65 Madrasah Centers in 15 barangays with 195 madaris teachers, and 55 peace mobilizers. They also have an academy for Madaris for further training.
Programs for Girls and LGBTQIA+
One of the components of the Water, Sanitation, and Hygiene in Schools (WinS) Program of DepEd is menstrual hygiene management, wherein schools are obliged to provide sanitary pads for students who need it. Mr. Vigafria also noted that DepEd provides HPV vaccine for grade 4 female students in public schools, as a means to prevent cervical cancer.
To help teen mothers go back to school, the CDO LGU also provides them allowances so that they can be reintegrated to formal schooling.
While there are no policies specifically for students belonging to the LGBTQIA+ community, Mr. Vigafria noted that DepEd GenSan has begun implemented Department Order No. 32, s. 2017 or the Gender-Responsive Basic Education Policy. Since there is no national directive on the rights of LGBTQIA+ students, he noted that they can participate in the development or updating of their student handbook in their respective schools, in order to allow gender-affirming uniforms.
They are also implementing Republic Act 11313 or the Safe Spaces Act (Bawal Bastos Law) and the Department Order No. 40, s. 2012 or the Child Protection Policy of DepEd.
Programs for SWANs and Others
The Department of Education has the Special Education Program (SPED) for SWANs. However, Ms. Lordelle Tacandong of DepEd CDO acknowledged the insufficient number of SPED teachers in their division, and the lack of plantilla positions for them. In CDO alone, there are 100 SPED teachers but only 50 teachers have plantilla position. She therefore suggested that the DepEd Central Office not just increase the number of positions for SPED but also ensure timely release of program funds.
There is also DepEd’s School-Based Feeding Program (SBFP) for malnourished children. In GenSan, the budget for the SBFP is the biggest under the SGOD, with PhP15 million every semester for its nutritious bread component alone. Schools also have “Gulayan sa Paaralan” wherein they established vegetable gardens in schools, benefitting not just the students, but also members of the communities.
For out-of-school youths, the Alternative Learning System (ALS) of DepEd offers avenues for them to continue their education. The Local Youth Development Office of CDO also provides night school program for out-of-school youth.
Ms. Dyulliana Anushkah Toyogon of GenSan’s SK Federation also shared that the LGU’s scholarship program ensures that a portion in the total number of scholars will be allotted for marginalized students (i.e., Indigenous Peoples, Persons with Disability, Children of Solo Parents, and children living under especially difficult circumstances). There is also a “No PTA collection” policy put in place by the LGUs to help students, especially those belonging to poor households. Instead, it is the LGU that shoulders the said fees.
Enhancing Health Literacy of Teachers
The growing recognition of health as a factor affecting learning outcomes is also resulting in initiatives enabling teachers to handle health concerns of students.
Many student face issues and challenges related to mental health. As such, teachers are provided training on how to provide support to learners. There is also supposed to be a mental health advocate in every DepEd division office.
Teen centers have also been established in different communities and schools where students can go for any concern. In CDO, their teen centers are largely established in schools. One of the requirements of having a teen center is a teen center operator who are usually teachers in the school. As such, they are also trained every year.
Multiply-Ed is completing its second round of monitoring that looks into access to services by marginalized learners. It is currently completing Sharing Sessions to reflect on the monitoring experience of its volunteer-monitors and process the findings from its monitoring. To follow soon are Problem-Solving Sessions where Multiply-Ed will present its monitoring findings and recommendation to concerned duty bearers at barangay, local government, regional and national-level offices.
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