Statement of Multiply-Ed Marginalized Learner-Delegates

    We, the delegates of the Multiply-Ed Marginalized Learners Summit, call the attention of duty-bearers and policy actors to address continuing challenges confronting our sectors such as Indigenous Peoples (IPs), Students with Additional Needs (SWANs)/ Persons with Disabilities (PWDs), LGBTQIA+, Muslims, and Young Women in the Philippines. Despite efforts of the government, we continue to experience structural issues and systemic barriers in accessing quality education due to inefficiency in implementation and because of certain gaps being left unaddressed.

     

    In the monitoring of Multiply-Ed, emerging findings from 47 schools, 327 students, and 197 teachers show that (1) programs catering to marginalized learners such as IP Education Program, Madrasah Education Program, Special Education Program, and School-Based Feeding Program are not always available in public schools; (2) collaboration of schools with IP communities and Muslim communities remain insufficient as evidenced by the lack of training for IPEd teachers and Madrasah teachers; (3) learning resources and school facilities are not enough to cater to the needs of the marginalized learners; and (4) there still remain cases of bullying and discrimination faced by students, despite existence of anti-discrimination policies in schools.

     

    This April 8, we have come together to consolidate our collective voices and demand accountability. We have come up with the following key asks from duty-bearers to address the persistent problems that we face per sub-sector:

     

    IP Youth

    • Prevent cases of child/early marriage.
    • Ensure there are enough health workers especially in geographically isolated and disadvantaged areas (GIDA).
    • Enable and strengthen the participation of young people from IP communities.

    Deaf Community

    • Local government units (LGUs) should provide sign language interpreters or subscribe to deaf relay services;
    • Provide deaf /PWD sensitivity and basic Filipino Sign Language (FSL) training for newly hired and government staff and teachers;
    • Genuine inclusion for PWDs not for tokenistic gestures, but to include or add more PWD peers/allies.

     

    LGBTQIA+

    • Pass gender-sensitive and anti-discrimination policies/programs in schools.
    • Provide sexual orientation, gender identity, gender expression, and sex characteristics (SOGIESC) training for teachers, educators, and administrators.

     

    Pantawid Pamilyang Pilipino Program (4Ps) Beneficiaries

    • Provide support for 4Ps grantees and beneficiaries after their graduation from the program
    • Enable youth representation and empowerment in governance.

     

    Young Women

    • Strengthen Gender and Development (GAD) policies, mainstreaming of office of anti-sexual harassment in academic institutions, and integration of Comprehensive Sexuality Education (CSE) in the education system
    • Provide and ensure social protection and just benefits for teenage mothers (economical/support)

     

    Young Muslim

    • Strengthen safe spaces for students in the school
    • Lobby for anti-discrimination ordinance in LGUs

     

    Teachers

    • Establish Teachers Protection Policy
    • Provide appropriate training and upskilling seminars for teachers to improve teaching strategies for Marginalized Learners and to improve 21st Century skills.

     

    We also reiterate the need for urgent government action and response to our 8-Point #MalayangEdukasyonPH Agenda.

     

    We have traveled from different provinces within the country, hoping to interact directly with national duty-bearers who can and should respond to our needs. We, along with our fellow marginalized learners, are seeking the attention of the government and demand accountability.

     

    Heed the call of our marginalized learners, pakinggan ang aming tinig para sa #MalayangEdukasyonPH!