Education For All

Maria Fides T. Aquino

The Education 2030 Framework for Action highlights the Education For All as the number 4 principle of 2030 Agenda for Sustainable Goal Development. This principle takes into account “the needs of the poor and the most disadvantaged, including working children, remote rural dwellers and nomads, ethnic and linguistic minorities, children, young people and adults affected by conflict, HIV/AIDS, hunger and poor health; and those with special learning needs”. And SDG 4.5 specifically reaffirms the need to “ensure equal access to all levels of education and vocational training for the vulnerable, including persons with disabilities, indigenous peoples and children in vulnerable situations”. (UNESCO, 2020)

As we face many obstacles in materializing this principle, the government takes initiative to reach out to these learners to provide equal opportunities in terms of education as one of the basic rights of a child. Education policy makers and practitioners designed various programs and projects to attain the goals of inclusive education in the country. Public government schools were organized to provide free access to special programs in order to minimize the obstacles that hinder CSN from acquiring quality education.

A better understanding of inclusive education principle leads to strong commitment to educate all Filipino learners. It is a vehicle to attain progress that provides an avenue for the government to be true to its commitment and responsibilities to all. Partnership with the private sectors and other non-government organizations may also be considered to fuel the drive to provide quality education among all Filipino learners.

--o0o-

The author is Teacher I at San Fernando Elementary School- Division of City

of San Fernando