Includes bibliographical references.

Recent reforms in education have placed greater emphasis not merely on promoting Education for All (EFA) but more importantly on achieving inclusive and quality education. Global education programs spearheaded by worldwide organizations like the United Nations; United Nations Educational, Scientific and Cultural Organization (UNESCO); and World Bank, to name a few, aid many countries in fostering quality education under the Sustainable Development Goals (SDGs) 2030. In the Philippines, intergovernmental agencies and non-governmental organizations work together to achieve quality education for all Muslim learners by mainstreaming and institutionalizing madrasah education. One of the challenges, however, is concerning how education can be made more inclusive to cater to the needs of minority groups (i.e. in terms of quantity) based on the given context to promote education for sustainable development. This discussion paper focuses on the sustainability concerns of the Madrasah Education Program (MEP) in the Philippines. Since the 1976 Tripoli Agreement, there have been numerous programs and policies from the national to local government and inter-agencies including NGOs advicating for the mainstreaming and institutionalizing of madrasah education implementation across the country. However, implementation and sustainability of MEP policies remain ambiguous for many madrasah education stakeholders, most especially students and school teachers, who are directly deployed in diverse difficult contexts.