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Education is integral to achieving sustainable development.  It is through education that an improved quality of life ensues with people’s acquisition of knowledge and skills beneficial to society, at large. Inclusive education, however, is an issue among countries with marginalized ethnic groups. In Europe, the onslaught of migrants from various parts of the world challenges educational systems to be more attuned to the needs of children of migrant families. In Asia, on the other hand, a gnawing concern is for education to reach indigenous peoples in rural areas. This paper examines how inclusive education is key to accomplishing Sustainable Development Goal 4 which is “to ensure inclusive and equitable quality education and promote lifelong learning opportunities for all”.  It tackles the accessibility of alternative learning systems in the developing world, with the Philippines as a case in point.  This paper focuses on the process of interface utilized by the Philippines’ Department of Education and the Ayta, an indigenous group living in the Philippine province of Zambales to address the unique conditions of this marginalized ethnic minority. It also investigates the effects of these indigenization efforts on the Ayta’s cultural rights. This paper uses mixed methods such as key informant interview, focus group discussion, survey questionnaire, secondary research and Filipino psychology research methods. This paper underscores how partnership between government and stakeholders is significant in arriving at the goal of inclusive education. This is reflected in the collaborative relationship fostered between the Philippine government and the Ayta and how the partnership positively affected the Ayta’s cultural rights based on a more culturally-appropriate educational curriculum. Key words: inclusive education, indigenous people’s education framework, alternative learning system, ethnic minorities, Philippines

This exploratory study focuses on the Philippine government’s response to overseas Filipino workers (OFWs) in distress, especially in the Middle East using social media platforms. It examines the level of social media adoption by the Department of Foreign Affairs (DFA) in protecting Filipino nationals abroad. The popularity of social networking sites among Filipinos, including DFA officials and staff, played a vital role in influencing the institution’s move toward social media adoption. Key informant interviews were conducted with 10 officials, case officers, and staff at the DFA home office and Foreign Service Posts in Kuwait, Saudi Arabia, and the United Arab Emirates (UAE) from June to July 2019. While Facebook, Instagram, and Twitter can be effective tools for speedy communication between the DFA and OFWs, the DFA faces several challenges such as budgetary constraints, lack of human resources with ICT skills, and verifying reports, among others. The COVID-19 pandemic has demonstrated the indispensable role of social media platforms in communicating with OFWs and in extending assistance to those in distress. Hence, the DFA may consider the formulation of an agency-wide social media strategy and collaboration with other migration authorities on social media-anchored projects.

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