III.

DIFFERENT
LEARNERS IN
MARGINALIZED
GROUPS
 A. Child
Laborers/Domestic
Workers
 A. Child
Laborers/Domestic
Workers
 A. Child Laborers/Domestic Workers
•Domestic Work

The term "domestic work" covers various tasks and services, which vary by
country and may vary based on the age, gender, ethnic origin, and migrant
status of concerned workers, as well as the cultural and economic environment
in which these workers are employed.
Therefore, domestic work and the related workers characterized based on work
performed alone will always remain partial. Convention No. 189, however,
defines "domestic work" as work performed in or for a household or households
and "domestic worker" as any person performing domestic work in an
employment relationship. This definition captures the common and unique
aspect that domestic workers work for and serve third-party private
households.
•Child Domestic Work
• Child domestic work is generally employed to describe the labor of children
in the context of domestic labor, that is, in the domestic setting of third
parties or employers. It's a general term that covers both valid and invalid
contexts.
•Child Labor
• The International Labor Organization (ILO) has defined child labor as work
that takes away children's childhood, potential, and dignity, and that is
harmful to their physical and psychological growth. This type of work is
usually brought about by inadequate education, poverty, and inferior
schools.
Legal Context

•What is child labour in domestic work?

• Child domestic work is used to describe cases where domestic work is done by children
under the applicable minimum age (for light work, full-time non-detrimental work), in
hazardous conditions, or a situation amounting to slavery.

Legally, any individual under the age of 18 years is considered a child. This is following
national and international law, for instance, the United Nations Convention on the Rights
of the Child and national law (The World Counts, 2014). There is legislation against child
labor, but it is weak in all aspects. The ILO (n.d.) reports that while child labor has fallen
in recent years globally, it is still a pressing issue, largely in agriculture and domestic
work, where work is informal and unregulated.
Educational Impact

The academic implications for domestic workers and child laborers are harsh. The children are
mostly deprived of their right to education either through never attending school or losing it at an
early stage. Those that do get to school face challenges resulting from fatigue, regular
absenteeism, and loss of concentration caused by the double workload of schoolwork and labor
(International Labour Organization, n.d.).

Furthermore, domestic workers and child laborers tend to be excluded in classroom environments.
Their experiences remain unnoticed in curricula, instruction techniques, and evaluation systems.
Consequently, these students may end up feeling disconnected and unable to excel academically,
which further isolates them from receiving good quality education.

Social Consequences

Apart from educational setbacks, domestic workers and child laborers are exposed to many social
and psychological problems. These children are often exposed to risky and exploitative conditions,
and in extreme instances, even physical and emotional abuse. Early assumption of adult tasks
obstructs their intellectual, social, and emotional growth (International Labour Organization, n.d.).

Additionally, being confined to isolated individual homes, child laborers in the domestic sector are
frequently socially invisible and so hard to monitor by authorities and NGOs, and offer support to.
Suggested Solutions

A multi-sectoral approach must be taken in addressing the socially and educationally

marginalized status of child laborers and domestic workers. There is a need to design
inclusive education systems to address the special needs of these students, including:

1. Implementation of Free and Obligatory Primary Education Laws

2. Alternative and Flexible Learning Arrangements
3. Psychological and Social Support Systems
4. Teacher Training and Inclusive Pedagogy
5. Public Awareness and Advocacy Campaigns

Through the tackling of the underlying causes and the provision of support in the
education of child laborers and domestic workers, communities are able to stop the
cycle of poverty and empower the children to live with dignity and fulfillment.
B. Indigenous
people
B. Indigenous
people
B. Indigenous
people
Indigenous communities in the Philippines
are ethnolinguistic groups that have
preserved a level of seclusion and upheld
many aspects of their pre-colonial culture
and traditions. They comprise a varied
group, featuring the Lumad in Mindanao, the
Igorot in Northern Luzon, the Mangyan in
Mindoro, and the Aeta in Central Luzon,
among others. These communities possess a
variety of cultural practices, languages, and
ways of earning a living.
Variety:
The Philippines hosts numerous indigenous communities, each possessing
distinct cultures and traditions.
Local

Coalitions:
The Lumad, Igorot, Mangyan, and Aeta serve as examples of indigenous
communities located in various areas of the Philippines.

Conventional Methods:
Indigenous groups have preserved numerous aspects of their cultural
traditions and social systems from before colonization.

Geographic Isolation:
Numerous indigenous groups reside in geographically secluded regions, where
they have preserved their traditional ways of life.

Obstacles:
Indigenous communities frequently encounter issues like poverty, restricted
access to essential services, and land conflicts.
Demographic Projections:
The native population is estimated to constitute about 10% to 20% of the overall
national population.

The government of the Philippines estimates that Indigenous Peoples (IPs), or

indigenous peoples, make up about 10% to 20% of the nation's overall population.
According to the 2020 census, this would indicate approximately 10 to 20 million
people, or about 15.6 million. Nonetheless, certain sources suggest that the native
population could be around 16-17 million. These IPs belong to more than 110
recognized ethno-linguistic groups.

2020 Population Count:

The Philippine Statistics Authority (PSA) announced that Indigenous Peoples, as
recognized by the National Commission on Indigenous Peoples (NCIP), constituted
9.1% of the overall household population in 2020.

Projected Population:
This 9.1% equates to around 15.56 million IPs, with a large segment of the
population focused in areas such as Northern Luzon and Mindanao, based on data
from the International IDEA and the United Nations Development Programme
(UNDP).
Various Assessments:
Different sources provide slightly varying estimates, with some suggesting the indigenous
population is around 16-17 million.

Cultural-Linguistic Communities:
The Philippines is home to a diverse range of indigenous peoples, including more than 110
unique ethno-linguistic groups.

Geographic Spread:
Indigenous populations are frequently located in isolated, mountainous, or rural regions,
where they have preserved their cultural traditions and ways of life.
C. ABUSED
CHILDREN
C. ABUSED
CHILDREN
 C. ABUSED
CHILDREN
Understanding the impact of
abuse on children’s lives and
futures.
The World Health Organization defines child maltreatment
as ‘the abuse and neglect that occurs to children under 18
years of age.’ This can include:

• Physical abuse

• Emotional abuse

• Sexual abuse

• Neglect

• Exploitation for example when a child is forced to work or

beg on the streets Even witnessing domestic violence
between parents or guardians is considered child
maltreatment.
EFFECTS OF ABUSE ON CHILDREN:

• It can cause physical injuries or permanent disabilities

• It may result in learning difficulties or memory problems

• It can cause mental health issues like anxiety, depression,

or PTSD

• It also weakens the body’s immune and nervous systems

• And in the worst cases, it can even lead to death

IMPACT ON EDUCATION: Study By Fry et al.,2018

• Drop out of school

• Miss classes regularly

• Struggle with grades

• Repeat school years

• Be placed in remedial programs

 We all have a role in preventing it — by
raising awareness, speaking up when we
see something wrong, and creating safe
environments for every child. No child
deserves to live in fear.
D. Refugees or
displaced
children
D. Refugees or
displaced
children
 D. Refugees or displaced
children
Who Are Refugees and Displaced Children?

• Refugees: Forced to leave their country due to war, persecution, or

violence

• IDPs (Internally Displaced Persons): Left their homes but stayed in

their country

• Common struggles:

• No home or safety

• Separated from family

• No access to proper schools

Many of them are children, and most have lost their homes, safety,
and access to education.
Their Situation:

According to the United Nations, there are over 21.3 million refugees, and
more than half of them are under 18 years old. Many of these children have
been separated from their families and communities. They live in unsafe
conditions such as tents, crowded shelters, or fenced areas, often
surrounded by people with different languages and beliefs.

In these places, education becomes a low priority. Food and shelter come
first. Schools, if any, are overcrowded. Teachers are exhausted due to
shifting schedules, and students get limited time for learning. On top of that,
language differences, emotional trauma, and a lack of materials make it even
harder for these children to study properly.
Why Education is Crucial?

Refugee and displaced children often feel scared, uncertain, and

excluded. Some are traumatized by war and violence, making it difficult
to focus in class. Others are too emotionally or physically exhausted to
participate in learning. Because of this, many drop out or fall far behind
their classmates. (Cardarelli, 2018)

Inclusive education helps these children recover and rebuild their lives. It
doesn’t just focus on academics, but also on supporting emotional well-
being and creating a safe, welcoming environment. The United Nations’
Sustainable Development Goal #4 emphasizes the right to quality and
inclusive education for all, especially for children in vulnerable situations
—like refugees and displaced children.
The Right to Education vs. Harsh Reality

Although international laws like the UN Convention on the Rights of the

Child and Sustainable Development Goal 4 recognize education as a
basic right, refugee and displaced children often don’t receive it. In
many camps, food and shelter are the top priorities. Classrooms are
overcrowded, teachers are overworked, and resources like books and
learning materials are lacking. Host countries themselves may be
struggling with their own education systems, making it difficult to
support additional students.
Why It Matters?

The future of refugee and displaced children remains uncertain. Many are growing
up without stable homes, proper education, or emotional support. As Cardarelli
(2018) points out, this raises an important question: Will they grow up to be good
citizens, or will they become the next group of terrorists who pose a threat to the
world? This concern should urge us to take action. Education is more than just a
basic right—it is a powerful tool that can help shape these children into empowered,
responsible individuals. By giving them access to inclusive, quality education, we
give them the chance to rebuild their lives and contribute positively to society,
instead of being left behind or pushed toward dangerous paths.
E. Children in conflict
zones
E. Children in conflict
zones
E. Children in conflict
zones
E. Children in conflict zones

A look into the

suffering and injustice
children face in war-
torn areas.
Extreme Violence and Suffering:

Children in conflict zones experience "extreme levels of violence" (UNICEF Press Release
2018)

Failure of Protection:

The world is "continued to fail them" (Manuel Fontaine, UNICEF Director for Emergency
Programs)

(Save The Children Report 2019)

Specific Atrocities (Standard Tactics):

Children are used as "human shields, killed, maimed, or recruited to fight." "Rape,
forced marriage, and abduction have become standard tactics" in conflicts across
various countries like Syria, Yemen, Democratic Republic of the Congo, Nigeria,
South Sudan, and Myanmar (UNICEF Press Release 2018)

Disregard for Children's Rights:

Despite the Convention on the Rights of the Child, there is "utter disrespect and
disregard for these rights." This is worsened by unresponsive governments and, at
times, their "connivance with the perpetrators"
The UN's Six Grave Violations: The UN has identified six categories of human rights
violations against children in conflict:

-Killing and maiming of children

-Abduction of children

-Recruitment or use of children as soldiers

-Sexual violence against children

-Attacks against schools or hospitals

-Denial of humanitarian access (UN Working Paper 1, 2013 as cited in Kadir et al.
2018)
Increasing Targeting and Disregard:

The number of children in conflict zones is increasing, and "many are being
deliberately targeted." Modern warfare demonstrates a "total disregard for
children and schools"

Devastating and Enduring Effects:

-Physical and Psychological Trauma: Children suffer "toxic stress," leading to both
physical and "psychological trauma" with "enduring effects." Raped children face
condemnation, and their children may be unwanted and stigmatized. Child soldiers
lose their identity and suffer long-lasting mental health issues

-Impact on Education: Enrolment drops, dropout rates increase, school conditions

are poor, educational attainment is low, and abuse is committed (Kadir et al. 2018)
Call to Action and Responsibility:

-Some governments and countries have upheld children's rights by

being firm with laws and prioritizing children's welfare.

-Leaders and governments have a crucial role in stopping this

injustice.

-However, the responsibility extends to "every person...to look out for

these children and make a stand for them"
 THANK
THANK
YOU!
Y’OU!
MEMBERS:
Sorita, Irmalyn PacaÑA, RHINOA HEARTLY

Porciuncula, Kate Ann VILLADORES, JULIANA