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PAMULAAN CENTER FOR INDIGENOUS PEOPLES EDUCATION University of Southeastern Philippines | Mintal Campus, Davao City October 16-20, 2012

KALINDOGAN 2012

7th National Indigenous Young Leaders Congress

THEME:

Indigenous Education


KALINDOGAN 2012

7th National Indigenous Young Leaders Congress Printed in Manila, Philippines December 2012 Published by: ASSISI DEVELOPMENT FOUNDATION, INC. Units 503-506 Prestige Tower, F. Ortigas Jr. Road, Ortigas Center, Pasig City Metro Manila, Philippines In Partnership with:

ACKNOWLEDGEMENT This documentation is based on the proceedings of the 7th KALINDOGAN National Indigenous Young Leaders Congress on October 16 to 20, 2012 in the occasion of the Indigenous Peoples’ Month, held at the PAMULAAN Center for Indigenous Peoples Education, University of Southeastern Philippines, Mintal Campus, Davao City. The conference is made possible through the support and cooperation of the Assisi Development Foundation, Inc. (ADFI), PAMULAAN Center for Indigenous Peoples Education, University of Southeastern Philippines (USeP), Department of Education (DepEd), National Commission on Indigenous Peoples (NCIP) and the AusAID-The Asia Foundation Partnership in the Philippines.

ANTHONY POLITICO Mangyan-Alangan 1st Place Poster Making Contest - Entry #4 Kalindogan 2012

This book is dedicated to the Indigenous Peoples Youth. It is a product of their enthusiasm, hard work, ideas, synergy of minds, talents, creativity, friendship, unity and the dream to have a peaceful nation and a better environment. May it contribute to the treasure chest of their rich culture, heritage, and tradition.


KALINDOGAN 2012 7 th

National Indigenous Young Leaders Congress

Conference Documentation December 2012


Abbreviations

i

ADF

Assisi Development Foundation

AIP

Annual Improvement Plan

ALS

Alternative Learning System

ARMM

Autonomous Region in Muslim Mindanao

AusAID

Australian Agency for International Development

BEAM

Basic Education Assistance for Mindanao

BESRA

Basic Education Sector Reform Agenda

BTFFI

Bukidnon Tribal Filipinos Foundation, Inc.

CDP-ELA

Comprehensive Development Plan – Executive Legislative Agenda

CHED

Commission on Higher Education

CPP

Child Protection Policy

CSO

Civil Society Organizations

DepEd

Department of Education

DSWD

Department of Social Welfare and Development

EFA

Education for All

EAP

Education Assistance Program

ECEP

Early Childhood Education Program

ECIP

Episcopal Commission on Indigenous People

EEP

Elementary Education Program

EFA-MDG

Education for All-Millennium Development Goal

ELF

Education for Life Foundation

FPIC

Free Prior and Informed Consent

GAA

General Appropriations Act

GPA

Genuine Peoples Agenda

GPH

Government of the Philippines

HSEP

High School Education Program

IGP

Income Generating Projects

IKSP

Indigenous Knowledge Systems and Practices

IP

Indigenous People

IPAP

Indigenous Peoples Action Plan

IPEd

Indigenous Peoples’ Education

IPO

Indigenous Peoples’ Organization

IPRA

Indigenous Peoples Rights Act

IPsEO

Indigenous Peoples Education Office, Department of Education

LEADERS

Leaders Educators Advocates for Development, Empowerment, Resilience and Sustainability

LEAP

Local Educators Advancement Program


LET

Licensure Examination for Teachers

LGUs

Local Government Units

MDGs

Millennium Development Goals

MILF

Moro Islamic Liberation Front

MNLF

Moro National Liberation Front

MOOE

Maintenance and Other Operating Expenditures

MTB-MLE

Mother Tongue-Based Multi-Lingual Education

NAP

National Assessment Program

NAST

National Academy of Science and Technology

NAT

National Achievement Test

NCBTS

National Competency-Based Teacher Standards

NCCA

National Commission for Culture and the Arts

NCIP

National Commission on Indigenous Peoples

NGOs

Non-Government Organizations

PNU

Philippine Normal University

PO

Peoples Organization

PRC

Professional Regulation Commission

PRIME

Philippines’ Response to Indigenous Peoples and Muslim Education

SARO

Special Allotment Release Order

SB

Sangguniang Bayan

SEF

Special Education Fund

SGC

School Governance Council

SIKAT

Schools of Indigenous Knowledge and Tradition

SIL

Summer Institute of Linguistics

SLT

School of Living Traditions

THE

Technology and Home Economics

TWG

Technical Working Group

UN MDG 2015

United Nations Millennium Development Goals 2015

UNDRIP

United Nations Declaration of the Rights of Indigenous Peoples

USeP

University of Southeastern Philippines

UNESCO

United Nations Educational, Scientific and Cultural Organization

Usec

Undersecretary

7th National Indigenous Young Leaders Congress

ii 


CONTENTS i-ii 1 3 5 6 8 9

ABBREVIATIONS

INTRODUCTION EXECUTIVE SUMMARY CONFERENCE OVERVIEW HISTORY OF KALINDOGAN NAGKAKAISANG PAHAYAG UKOL SA KATUTUBONG EDUKASYON JOINT STATEMENT ON INDIGENOUS EDUCATION

CONFERENCE HIGHLIGHTS

10 12 24 40 62

DAY 0: Celebrating Diversity of Cultures DAY 1: Discovering Common Grounds DAY 2: Strengthening the Foundation DAY 3: Investing on New Paths for the Future DAY 4: Celebration of Commitment

ANNEXES

77 79 84 85

A. PROGRAM OF ACTIVITIES B. SONG WRITING CONTEST ENTRIES C. DIRECTORY OF RESOURCE PERSONS D. LIST OF PARTICIPANTS/GUESTS


Introduction

T

he United Nations (UN), through the Universal Declaration of Human Rights (1948) and the Convention on the Rights of the Child (1989), declares and recognizes that “all children, young people and adults have the human right to benefit from an education that will meet their basic learning needs in the best and fullest sense of the term, an education that includes learning to know, to do, to live together and to be. It is an education geared towards tapping each individual’s talents and potentials and developing a learner personality, so that they can improve their lives and transform their societies.” This same right is found and further expounded in the UN Declaration of the Rights of Indigenous Peoples (UNDRIP) of 2007.

This right to education of the Indigenous Peoples is likewise enshrined in the 1987 Philippine Constitution and in the Indigenous Peoples’ Right Act (IPRA) of 1997. As a member of the UN, the Philippines is committed to the UN Millennium Development Goals (MDGs), particularly the goals of universal primary education and elimination of gender disparities at all levels of education by 2015. The Philippines also supports “Education for All” (EFA) to “ensure that by 2015 all children, particularly girls, children in difficult circumstances and those belonging to ethnic minorities, have access to and complete free and compulsory primary education of good quality”. In cognizance of this right, the Department of Education (DepEd) formed a Technical Working Group (TWG) in 2009 that formulated a National Policy Framework as basis for a more systematic effort to promote an appropriate and quality education system for the Indigenous Peoples of the Philippines. In 2011, the DepEd issued Department Order No. 62 adopting the National IP Education Policy Framework Plan which subscribes to a rights-based approach and gives primary importance to the principles of participation, inclusion and empowerment. Thus, Kalindogan 2012 provided an opportunity to (1) celebrate the 15th anniversary of the IPRA Law; (2) discuss the various initiiatives, concerns, strategies and plans for a genuine IP education and how to operationalize DepEd Order No. 62; and (3) renew stakeholders’ commitment in forming, strengthening and nurturing an Indigenous Education rooted in the life, culture, context and worldview of the indigenous peoples through a unity statement, though still a working draft, identifying action points towards the fulfillment of a common goal - a more adaptive and IP-responsive education.

BENJAMIN ABADIANO President Assisi Development Foundation and PAMULAAN Center for Indigenous Peoples Education

7th National Indigenous Young Leaders Congress




Executive Summary

K

ALINDOGAN 2012 is a four-day event that sought to define what an IP Education should be through the perspective of the IP youth, elders, community school teachers, the civil society groups and the academic institutions and government agencies.

Like any IP celebration, it was initiated by a ritual - a solemn event involving the intervention of an elderly and an animal sacrifice and seeking Gods’ permission and guidance for a fruitful and successful event. On the first official day of the event, Mr. Ed dela Torre, an advocate on alternative and community-based education, gave a keynote speech. He said that only a learner can learn and that a life-centered education is crucial - focusing on an education that should be from, towards and throughout a life-long learning process. He discussed the concept of Learning to be, Learning to do, Learning how to learn and Learning to live together in diversity and with limited resources. He also advocated a Communiversity-approach to learning. Afterwards, a workshop to define an IP Education was conducted. The need for an IP Education that promotes awareness of the ancestral territory and heritage, respect and cooperation between tribes and cultures, empowerment of the community rooted in the indigenous culture, and as a means for greater unity in the community was emphasized. The CSOs called for the promotion of rights including the protection of ancestral domain and of the tribal community as a whole. The DepEd Group helped put native context in the concepts and ideas common to the IPs. The IP youth felt the need to have “a system based on or rooted in real life and experience that enriches and deepens the knowledge of learners based on their own culture, to prepare them for the experiences and challenges ahead.”

7th National Indigenous Young Leaders Congress




Mr. Ben Abadiano, President, Assisi Development Foundation, synthesized the ideas that were raised and identified common concerns and points of convergence. As an added input, he pointed out the value of recognizing and appreciating the indigenous people’s dignity, identity and cultural integrity as the very foundation of IP Education. Based on the workshop, IP Education should be rooted in life and culture; dynamic and holistic; must promote the skills and talents of indigenous learners; gives value in the ancestral land and domain; strengthens the leadership capacity of the community; fosters the creativity of the indigenous people, deepens the responsibility of every indigenous person; and an education that strengthens unity and promotes peace among people; should foster responsible leadership and sustainability.

Through the sharing of teachers and executives from the DepEd, a workshop was conducted on various learning processes, materials and initiatives, concepts, plans, ways and processes to help implement Department Order No. 62 Series of 2011 or the National IP Education Policy Framework Plan. A unity statement for the IP Education Network, its Vision, Mission and Goals was formulated after the workshop and plenary reporting of the Youth, Elders, IPEd Network and the DepEd. It is a consensus of what the IPs perceive and believe as what should embody an ideal academic approach, their initial plans, and recommendations based on a thematic action points.

On the second day, various and traditional learning methods were shared by the elders and “holders of knowledge” in the community.

A simultaneously workshop was done, followed by a consultation on the proposed high school education program for the eight (8) tribes of Bukidnon was completed.

On the third day, discussions were focused on various initiatives in promoting the traditional learning processes as well as on the challenges in advocating a culturesensitive education for the IPs. During the exchange and open forum, several concerns were raised, particularly the need for a stronger partnership and networking with the DepEd and LGUs as well as the strengthening of IP Education Councils in the governance of the IP Community Schools.

The last day was graced by the presence of representatives from various agencies who play very important roles in promoting the rights of the IPs and in advocating for a quality and relevant education: Ms. Trisha Gray, First Secretary of the Australian Embassy; Mr. Steven Rood, Country Representative of the Asia Foundation; Atty. Alberto Muyot, Undersecretary of the DepEd, and Chair Zenaida Bridget Hamada Pawid of the National Commission on Indigenous Peoples. Each guest gave his/her reassuring presence and full support to the work to be done for the IPs not only for education but also in ensuring peace and development.

Dolores “Lowen” Andrinay of Tugdaan Mangyan Center discussed how the creation myth could be used alongside other theories and beliefs in the origin or history of the world. Her presentation demonstrated how indigenous beliefs and values not only deserve a place alongside other beliefs and



values but also bear a unique contribution that can widen our view of the world.

Kalindogan 2012 closed with an awarding ceremony of all the contest (Poem, Song and Story Writing) winners.


Conference Overview

C

lose to three hundred (300) participants comprised of students, educators and IP elders gathered on October 16 to 19, 2012 at the Pamulaan Center for Indigenous Peoples Education for the 7th Annual Kalindogan Young Leaders Congress with the theme: “IP Education: Ensuring a Sustainable Future for the Indigenous Peoples”. The previous year witnessed the signing of the National IP Education Policy Framework that signified for the indigenous peoples “a real breakthrough in the effort to pursue the dream of an appropriate and relevant IP education.” Hence, this year’s theme, “centered on advocating the recognition and promotion of IP Education,” is a timely response towards the effective appropriation and implementation of the Framework. In addition, this year’s gathering marks the 15th anniversary of the Indigenous Peoples

Rights Act (IPRA). Two occasions, indeed, not only to celebrate but also to reflect upon and respond to in this gathering. Kalindogan 2012 is sponsored by The Asia Foundation and the Assisi Development Foundation in collaboration with the Pamulaan Center for Indigenous Peoples Education, the University of Southeastern Philippines, the Department of Education, the National Commission on Indigenous Peoples, and various indigenous community schools in the country. We hope to share through this documentation the highlights, learnings, the fruitful exchange of ideas, principles and practices during the KALINDOGAN 2012 held at the Pamulaan Center for Indigenous Peoples’ Education, University of Southeastern Philippines (USeP), Mintal Campus, Davao City.

Rationale & Objectives In the midst of various realities and challenges that they face, the Philippine Indigenous Peoples (IPs) continue to remain hopeful and convinced that a relevant education will empower them to claim, exercise and protect their rights in accordance with their culture and tradition. The signing of the National IP Education Policy Framework in 2011 is a breakthrough in the effort to pursue the dream of an appropriate and relevant IP education. It not only signifies the aspirations and increasing involvement of the IPs but also marks the growing commitment of the Department of Education (DepEd) to set up an educational system that is truly inclusive, respectful of the diversity of learners, and prioritizes the most needy and vulnerable. It is in this context that the main point for the Kalindogan 2012, 7th National Indigenous Young Leaders Congress is centered on advocating the recognition and promotion of IP Education. The theme, Indigenous

7th National Indigenous Young Leaders Congress

Education: Ensuring A Sustainable Future for the Indigenous Peoples emphasizes the crucial role of education in strengthening the capacities of the Indigenous learners/ students. It also stresses the importance of engaging IP communities in education to strengthen cultural integrity and ensure meaningful and sustainable development for the IPs. The Congress will be guided by the following three (3) key objectives: 1. To DISCOVER common values, ideas and ideals, experiences, and aspiration on indigenous education; 2. To STRENGTHEN the basic foundation of various initiatives and best practices on IP education by different groups, communities and institutions both from government and non-government; 3. To INVEST in the future by empowering the youth, community leaders and educators through collaborative partnership and convergence building.




History

2006

THEME:

2007

THEME:

The Role of IP Youth on Peace Building

2008

THEME:

Strengthening Solidarity Among Indigenous Youth in Asserting Indigenous Peoples’ Rights

The Role of Indigenous Youth in Building Sustainable Peace through Inter-cultural Dialogue & Solidarity

2009

THEME:

Reclaiming Indigenous Leadership

What is KALINDOGAN?



K

Knowledge of the IP Cultural Heritage in a Deeper Level

A

Appreciation of and Pride in their Identity as Lumads

L

Lobbying for IP Ancestral Domains, Indigenous Rights, Knowledge and Practices

I

Indigenous Education and Holistic Formation

N

New and Indigenous Approaches to Development

D

Deepening Indigenous Peoples’ Commitment to a Just and Peaceful Society

O

Openness to Dialogue with Other Faiths and Cultures

G

Good Leadership and Governance

A

Accountability to One’s Community and Tribe

N

Network of the Different IP Tribes in the Philippines

K

alindogan is a Mandaya term, which means the gathering of people to celebrate and give thanks for the peaceful relationships with and among men, nature and the spirits. The Congress is a response to the urgent need of finding concrete solutions to the various issues and concerns being faced by the IPs. It is a 4-day conference, workshop, and meeting among participants from various indigenous communities in the country.


2010

THEME:

Climate Change Adaptation & Disaster Preparedness

2011

THEME:

Social Entrepreneurship: Strengthening the Indigenous Peoples’ Capacity on Sustainable Livelihood & Community Development

7th National Indigenous Young Leaders Congress

2012

THEME:

INDIGENOUS EDUCATION: Ensuring a Sustainable Future for the Indigenous Peoples




Nagkakaisang Pahayag

ukol sa Katutubong Edukasyon

K

aming mga mag-aaral, guro at lider mula sa iba’t-ibang katutubong pamayanan sa Pilipinas na nakilahok sa Kalindogan 2012 upang pag-usapan ang pagsulong ng Katutubong Edukasyon bilang bahagi ng aming pagdiriwang sa Buwan ng mga Katutubo ay nagkasundo: Sa aming pagsusuri at pagninilay-nilay sa kalagayan ng mga katutubo, aming nakita ang patuloy na kakulangan ng makabuluhang edukasyon sa mga katutubong pamayanan dahil sa kawalan ng malalapit na paaralan na may angkop na programang nakaugat sa katutubong kaalaman at pagpapahalaga, gamit sa pag-aaral at mga guro na may kakayahan at dedikasyon na magpunta sa malalayo at mapanganib na lugar. Ito ay naka-ugat sa patuloy na pagsasantabi at pagwawalang-halaga sa mga pangangailangan ng mga katutubo na kalimitang nakatira sa mga liblib at mahihirap na mga pamayanan at kadalasang naiiwanan sa programang pangkaunlaran ng pambansa at lokal na pamahalaan at mga pribadong ahensya. Gayundin naman, aming kinikilala ang mga pagkakataong dulot ng Indigenous Peoples Rights Act, National Indigenous Peoples’ Education Policy Framework at mga kasalukuyang pagsisikap ng ating pamahalaan at Civil Society Organizations sa pagbuo ng programang pangedukasyon para sa mga katutubong pamayanan. Bilang pagpapahalaga sa magagandang simulaing ito, kami ay nagtatalaga ng aming sarili sa pagpapaigting ng aming mga pagsisikap sa pagbuo, pagpapatatag at pagpapalago ng Katutubong Edukasyon na nakaugat sa buhay, kultura, kalagayan at pananaw ng mga Katutubo sa pamamagitan ng pagsulong sa mga sumusunod na hakbang: Tiyakin ang pagpapatupad ng National IP Education Policy Framework (DepEd Order No. 62 s. 2011) 1. Pagsasagawa ng orientasyon sa pagpapaplano ng pagpapatupad ng DepEd Order No. 62, s. 2011 para sa mga pamunuan ng DepEd at sa lahat ng mga guro sa mga pamayanan na may katutubo. 2. Pagtatag ng IP Desk/Office sa regional, division at district level na pamamahalaan ng isang taong may malasakit sa mga katutubo, maging dugong katutubo man siya o hindi, na inirekomenda ng mga katutubong sektor sa nasasakupang lugar. 3. Pagrepaso at pagpapaluwag sa mga kailangan sa paghingi ng DepEd permit, recognition at accreditation ng mga pribadong paaralan para sa mga katutubo. Paramihin at palakasin ang mga guro na may dedikasyon at kakayahan sa pagtuturo at paglilingkod sa mga katutubong paaralan at pamayanan. 4. Pagbibigay prayoridad sa mga katutubong guro na mabigyan ng mga permanenteng posisyon ng pagtuturo sa mga pamayanan ng mga katutubo sa kanilang barangay alinsunod sa tunay na diwa ng lokalisasyon na isinasaad sa Magna Carta for Teachers. 5. Pagsama sa batayan ng promotion ng mga guro ng haba ng paglilingkod sa katutubong pamayanan, pakikilahok sa mga gawain para sa pagpreserba at pagsulong ng IKSP, at kahusayan sa paggamit ng katutubong wika ng mga mag-aaral. 6. Pagbibigay ng mas maraming pagkakataon sa mga katutubong kabataan na makapag-aral at makapagtapos sa Kursong Edukasyon sa pamamagitan ng mga scholarship, lalo na mula sa CHED at NCIP. 7. Pagtatatag ng mga kurso sa kolehiyo at post-graduate na nakatuon sa Katutubong Edukasyon. 8. Pagtatatag ng programa ng paghuhubog, pagsasanay at pakikipamuhay ng mga guro sa katutubong pamayanan upang mapataas ang kanilang kamulatan sa buhay at kultura ng mga katutubo. 9. Pagkuha ng mga volunteer mula sa pamayanan na magsisilbing katuwang ng mga guro. 10. Pagkilala sa pagpupunyagi ng mga para-teachers at pagbibigay ng kaukulang suporta sa pagpapatuloy ng kanilang gawain. Pagsasaayos ng programa ng edukasyon upang maging angkop sa buhay at kultura ng mga Katutubo 11. Pagset-up ng Ethnic Profile Database para sa mga guro, mag-aaral at iba pang kabataan ng katutubong pamayanan at paggamit sa Community Based Monitoring System ng lokal na pamahalaan bilang basehan sa paggawa ng programa ng katutubong edukasyon.



12. Pagkakaroon at pagpapatupad ng “Value-based and Culturesensitive Curriculum” na nagsusulong sa kasaysayan, kasarinlan, at karapatan ng mga katutubo pati na sa kanilang mga pagpapahalaga, kagawian at likas na kaalaman. Kasama rito ang pagkakaroon ng mga evaluation at assessment na angkop sa pangangailangan ng mga katutubo. 13. Pagtuturo sa mababang paaralan gamit ang sariling wika ng mga mag-aaral alinsunod sa DepEd Memorandum ukol sa Mother Tongue Based Multi-Lingual Education (MTB-MLE) Pagpapalakas ng tiwala sa sarili ng mga mag-aaral pati na ang kanilang kakayahang makilahok sa mga organisasyon at iba pang istruktura ng pamamahala at paglilingkod, at patuloy na pagtataguyod ng kanilang karapatan. 14. Pagtatatag ng isang programa ng paghuhubog at pagsasanay para sa pagkilala at pag-angkin ng kanilang kasarinlan at kultura. 15. Hikayatin at suportahan ang mga kabataan sa pagbuo ng IP Youth Organizations sa loob ng mga unibersidad at paaralan. 16. Pagpapalakas ng pakikilahok at pamiminuno ng mga katutubong mag-aaral sa Student Council at iba pang kilusan sa loob at labas ng paaralan. 17. Pagkakaroon ng mga mekanismo upang pangalagaan at isulong ang mga karapatan ng katutubong magaaral at kabataan. Pagtatag ng maayos at malapit na paaralan na may sapat at angkop na kagamitan sa pag-aaral upang ang lahat ng batang katutubo ay mabigyan ng pagkakataon na makapag-aral. 18. Pagpapatayo ng eskwelahan maging sa pinakaliblib na pamayanan pagkatapos ng masusing pag-aaral sa mga pangangailangan at kakayahan upang ipagpatuloy ang paaralan. 19. Pagkakaroon ng sapat na kagamitan sa pagaaral at pagkatuto na angkop sa kultura at kalagayan ng mga katutubo. Pagtitiyak na ang katutubong kaalaman, sistema at kagawian ay mapalago at maisalin nang maayos sa mga kasalukuyan at darating pang henerasyon. 20. Pagbuo ng “Lupon ng mga Tagapagtaguyod sa Kultura” sa bawat paaralan na kabibilangan ng mga nakatatanda at mga pinuno sa pamayanan, mga guro, mag-aaral at iba pang stakeholder na mangunguna sa pagsusulong sa kultura. 21. Pagsasagawa ng mga ritwal at katutubong pagdiriwang kasama ang mga kabataan at mag-aaral. 22. Pagkakaroon ng isang DepEd Order para sa pagsasakalendaryo at pagdiriwang sa Buwan ng Oktubre bilang Buwan ng mga Katutubo sa lahat ng lugar at sa lahat ng antas ng edukasyon at pagoorganisa ng mga gawain na magpapalawak at magpapalalim sa kamalayan at pagkilala sa mga katutubo, ang kanilang kasarinlan, kultura, karapatan at mga isyu at hamon na hinaharap. 23. Pagtatatag ng mga IKSP Corner or Heritage Center sa mga paaralan at pamayanan ng may katutubo, at patuloy na pananaliksik na pinangungahan ng katutubo. Pagpapalakas ng kakayahan ng mga katutubo na maging katuwang sa pamamahala ng katutubong edukasyon. 24. Mag-organisa ng mga aktibong School Governance Councils sa mga paaralang na may katutubo at maging sa local na pamahalaan. 25. Pagkakaroon ng mga lokal na istruktura, mekanismo at ordinansa para sa pagpapalakas at pagpapatibay sa mahalagang katungkulan at gampanin ng pamayanan at iba pang stakeholders (CSOs) bilang katuwang sa pamamahala sa programa ng katutubong edukasyon, mainstream man o pribado. Paglalaan at pagkalap ng pondo para sa pagsuporta sa pangangailangan ng katutubong edukasyon. 26. Paglalaan ng kaukulang budget galing sa General Fund (GAA) ng DepEd para sa Katutubong Edukasyon at pananaliksik. 27. Pagkaroon ng ordinansa sa DILG at mga lokal na pamahalaan upang maisama sa Municipal at Barangay Development and Investment Plan (CDP-ELA, AIP, Special Education Fund) ang pagsuporta sa Katutubong Edukasyon. Bilang patunay ng aming sama-samang pag-angkin sa pahayag na ito at pagtatalaga ng aming sarili na maging bahagi sa pagsasakatuparan nito, kami ay lumagda ngayong ika-20 ng Oktubre 2012 sa Pamulaan Center for Indigenous Peoples Education, University of Southeastern Philippines, Mintal, Davao City.


Joint Statement

on Indigenous Education

W

e, the students, teachers, and leaders from the different indigenous tribes of the Philippines who participated in Kalindogan 2012 to discuss the promotion of Indigenous Education as part of our celebration of Indigenous Peoples Month, have agreed: In our analysis and reflection of the situation of the indigenous peoples, we have seen the continuing lack of relevant education in the indigenous communities due to the lack of accessible schools with appropriate programs and school materials as well as teachers who are competent and dedicated to serve in remote and hazardous posts. This is rooted in the continuing marginalization and disregard of the needs of indigenous peoples who usually live in remote and impoverished settlements and are thus often neglected in the development programs of the national and local government and private agencies. At the same time, we are conscious of the opportunities brought by the Indigenous Peoples Rights Act, National Indigenous Peoples’ Education Policy Framework and other present efforts on the part of government and Civil Society Organizations to come up with an education program for indigenous communities. In appreciation of these positive initiatives, we commit ourselves to renewing our efforts towards forming, strengthening and nurturing an Indigenous Education that is rooted in the life, culture, context and worldview of the indigenous peoples by pursuing the following: Ensuring the implementation of the National IP Education Policy Framework (DepEd Order No. 62 s. 2011) 1. Conducting orientation on DepEd Order No. 62, s. 2011 for DepEd officials and all teachers who are working in the indigenous communities. 2. Establishing an IP Desk/Office in the regional, division and district levels which will be managed by someone who has true concern for the indigenous people, whether or not an indigenous person by blood, and who bears the recommendation of the indigenous sector of the concerned locality. 3. Reviewing and relaxing the requirements for obtaining the DepEd permit, recognition and accreditation in the case of private schools catering to indigenous peoples. Increasing and empowering educators who have the dedication and competence to teach and serve in indigenous schools and communities. 4. Prioritizing IP teachers in the designation of permanent teaching positions in the barangays that cover the communities of indigenous peoples, in the true spirit of the provision on localization in the Magna Carta for Teachers. 5. Including in the criteria for promotion of teachers, the length of service in the indigenous communities, participation in IKSP preservation and development efforts, as well as the facility in the use of the students’ mother tongue. 6. Providing more opportunities for indigenous youth to study and graduate with a course in Education through scholarship grants, especially from the CHED and the NCIP. 7. Establishing courses in the collegiate and post-graduate levels that focus on Indigenous Education. 8. Creating programs for the formation, training and immersion of teachers in the indigenous communities to foster their awareness of the indigenous life and culture. 9. Recruiting volunteers from the community who will assist the teachers. 10. Recognizing the dedication of the Para teachers and supporting the sustainability of their efforts. Tailoring the educational program so that it better fits the life and culture of the indigenous peoples. 11. Setting up an Ethnic Profile Database for teachers, students and other young people in the indigenous communities as well as the use of Community Based Monitoring System by the local government as

7th National Indigenous Young Leaders Congress

basis for creating the program on indigenous education. 12. Developing and implementing a “Value-based and Culturesensitive Curriculum” that promotes the history, freedom and rights of indigenous peoples as well as their values, traditions and indigenous knowledge. This includes the conduct of evaluation and assessment that is suited to the context of indigenous peoples. 13. Teaching in the lower grades using the students’ mother tongue pursuant to the DepEd Memorandum on Mother Tongue Based Multi-Lingual Education (MTB-MLE). Strengthening the confidence of indigenous learners and their capacity to participate in student organizations and other venues of leadership and service, and the continuing promotion of their rights. 14. Establishing a program of formation and training for the recognition and owning of their own uniqueness and culture. 15. Encouraging and supporting indigenous youth in forming IP Youth Organizations in universities and schools. 16. Fostering the participation and leadership of indigenous learners in the Student Council and other organizations both inside and outside the school. 17. Setting up mechanisms to protect and promote the rights of indigenous learners and youth. Building decent and accessible school facilities with adequate and appropriate learning materials so that all indigenous learners may have an opportunity to study. 18. Establishing schools even in the most isolated communities after conducting thorough research on the needs and resources of the communities in ensuring their sustainability. 19. Providing learning materials that are adequate and appropriate for the culture and context of indigenous learners. Ensuring that indigenous knowledge, systems and practices are fostered and passed on faithfully to present and future generations. 20. Creating a “Board for the Promotion of Culture” in every school which shall be composed of elders and leaders in the community, teachers, students and other stakeholders who will spearhead in the promotion of their indigenous culture. 21. Celebrating the rituals and other indigenous traditions with the involvement of the students and the youth. 22. Promulgating a DepEd Order that calendars and mandates the celebration of the month of October as Indigenous Peoples Month in all educational institutions and in all levels as well as the organization of activities aimed at widening and deepening awareness and recognition of indigenous peoples, their freedom, culture and rights as well as the issues and challenges that they continue to face. 23. Establishing an IKSP Corner or Heritage Center in all schools that cater to indigenous communities and continuing research to be conducted by the indigenous themselves. Capacitating indigenous peoples as partners in the management of indigenous education. 24. Organizing functional School Governance Councils in indigenous schools; even at the local government level. 25. Establishing local structures, mechanisms and legislation aimed at empowering and strengthening the vital role and responsibility of the community and other stakeholders (CSOs) as partners in the management of the program of indigenous education, whether mainstream or private. Allocating and sourcing funds to support the needs of Indigenous Education. 26. Allocating an appropriate budget from the General Fund (GAA) of DepEd for Indigenous Education and related research. 27. Obtaining an Ordinance from the DILG and local governments that an allocation for the support of Indigenous Education be included in the Municipal and Barangay Development and Investment Plans (CDP-ELA, AIP). Witnessing to our joint ownership of this statement and our personal commitment to being part of its fulfillment we hereby affix our signatures this 20th of October 2012 in Pamulaan Center for Indigenous Peoples Education, University of Southeastern Philippines, Mintal, Davao City.




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Celebrating Diversity of Cultures

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alindogan began with the preliminary session on the orientation of participants on house rules, conference guidelines and the overall rules for the duration of their stay in the campus. The session gave them enough time to better acquaint themselves with other participants, review thoroughly the tasking and the conference’s objectives, program, and adjust their expectations. Exhibits were also set up showcasing not only cultural artifacts and native products but also the present efforts and successes of the various tribes especially in the area of IP education. Indeed, an indispensable part of every Kalindogan is meeting and making new friends, thus creating bridges for the mutual exchange of ideas and resources not only during but also after the event. Various indigenous games open to all participants and guests were conducted to warm up the opening day of the event.

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Discovering Common Grounds

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Day 1:

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he solemn beating of the gong signaled the start of the ritual to formally open this year’s Kalindogan at the Pamulaan Amphitheater. Datu Toto Calimpitan, a Matigsalog from Sitio Contract, Barangay Datu Salumay, Marilog District, Davao City led the rites of Panubadtubad, a prayer for protection against unfriendly spirits and guidance for the next activities. The sacrificial animal turned toward the east, where the sun rises. Thus, according to traditional Matigsalog belief, the ritual augured well for the event and promised good things to come. Afterwards, the guests proceeded to the University of Southeastern Philippines -Mintal Campus Gymnasium for the main program. A summary of the expectations of this gathering was presented and it leveled the participant’s needs and the activities’ objectives. Afterwards, Dr. Rodulfo Sumagat, Vice President of the University of Southeastern Philippines, welcomed the guests in behalf of the University President, Dr. Perfecto Alibin. In his opening remarks, Dr. Sumugat cordially welcomed the participants to the University of Southeastern Philippines, which has been home to Pamulaan as well

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as Kalindogan: “The University is pleased to have been chosen again as the venue for this Kalindogan. For us, the opportunity to host a national convention of this nature does not come very often. No matter how modest our facilities are, we are happy welcome you. We hope that your stay will be pleasant and memorable for all.” The University Vice President also encouraged the initiative of this year’s Kalindogan and its thrust for the sustainable future of the indigenous peoples: “This forum will certainly usher you along that line, and along with other concerned organizations support a synergistic partnership to help the IPs help themselves.... On the part of the University of Southeastern Philippines, we wish you all a happy day ahead and success in all your activities.” This year’s keynote speaker, Mr. Edicio G. dela Torre, is the founder of Education for Life Foundation, (ELF) an organization that promotes the formation of leaders from the grassroots communities. Founding fellow of La Liga Policy Institute and Vice President of the Association for World Education, he also chairs the boards of Empowering Civic Participation in Governance, Institute for Popular Democracy and Asia Pacific Communication Forum.


Education Centered on Learning and Life Mr. Dela Torre began his speech by praising the collaboration between USeP and Pamulaan: “The University is very progressive since it has become rare for universities nowadays to open itself to what is innovative, different, new. The tendency is to be anxious or to overly control. Here, the setup is such that Pamulaan enjoys relative autonomy but is integrated in the system and [operates according to the] standards of the University.” This addresses, according to him, the pervasive dilemma that indigenous learners have of adapting to the mainstream while keeping their unique identity. In this light, he lauded the partnership of USeP and Pamulaan as a pointer towards an indigenous education that balances and harmonizes these two concerns, a true “komunibersidad” where both community and academe contribute to a mutually enriching system of education. He also called for a learnercentered education as opposed to systemcentered or topic-centered education. “Education is not first about teaching,” he expounded, “of greater importance is learning. The important thing to ask is, ‘Are the learners [really] learning?’” “Most [educators], when they think of IP education, consider methods right away,” he lamented. “...But even more important than method is content. And even more important than content is context. Where do we situate the content [of our education]?” He challenged the teachers to become true educators, saying: “Not all educators are teachers. But not all teachers are educators, too. A [true] educator is someone who helps people learn.” Using the analogy of a dog being taught how to whistle, he showed how learning does not always follow teaching: “After being taught how to whistle, the dog failed in the demonstration. The man [trying to save face] said: ‘My friend, what did I tell you? I said I taught the dog to whistle. I did not say it learned.’” “In the end,” he went on to reiterate, “every education system will

Day 1: Discovering Common Grounds

be judge according to whether its students [actually] learned.” Thus, he continued, education should not only be learner-centered but life-centered: “hango sa buhay, tungo sa bahay, habang may buhay,” “education for life, education for life, education throughout life” instead of “hango sa libro, tungo sa notebook, habang may test” [from the book, to the notebook, until the test is over]. This paradigm of “education for life,” according to him, fits indigenous education perfectly: “Ang idea ng education from life, for life, throughout life, shoot na shoot sa indigenous peoples education!” “Our peoples first learned about farming, about the world, even about love, by observation and imitation, from life.... People learn best through their imagination, experience, memory and the ways in which this learning is processed.” He quoted Gabriel Garcia Marquez: “What is important is not only what happens to you but what you do with what happens to you. What you choose to remember, how you choose to remember, with whom you choose to remember.” Another crucial concern for indigenous education, he went on to say, is succession: whether we are capacitating leaders to ensure the sustainability of our efforts now. Thus, he challenged the Kalindogan participants: “All of you must become LEADERS! Leaders Educators Advocates for Development, Empowerment, Resilience and Sustainability... Otherwise, we shall continue to rely on the leaders above us.” He also urged them: “Learn to be, learn to do, learn to learn, learn to live together.” Learners must learn to embrace their past and form their identity in the present. They must also acquire the skills needed in life. They must realize that learning is a life-long process that they must do even on their own. They must continue learning in the context of life in the wider community. “By the time [you] graduate, half of what [you] have learned is outmoded and half of

15


what [you] need to learn is not yet written,” he challenged the learners. “Learning is a continuing process,” he said, and requires not only application but also mutual collaboration. “We must be collaborative, rather than competitive,” he advocated, drawing profit from the unique knowledge and insight that each person and culture that we meet in life has to offer. “We must create rather than simply consume knowledge.” “Never stop learning. Do not be afraid to ask questions. Even for those who hold [professional and academic] titles, they do not know everything so learning must go on. To know that we do not know is a sign of good education and learning. Make your questions bigger than the answer you have at present. Be a lifelong IP learner.”

He ended his speech with a call for a “patient impatience” on the part of all those in the challenging task of IP education. He further stressed that “We live between honesty and hope,” and so we need to strike a balance between our being realistic and our being idealistic, not letting go of our dreams and ideals but being patient in achieving them even in small steps. Indeed, we must do what we can each day, waiting for our efforts to bear fruit in time, while never becoming content with what we have accomplished so far.” “Indigenous education remains a vision and a mission that we continue to hope and work for.”

Open Forum •

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From Mrs. Rosemarie Margarito, a Mandaya elder from Caraga, Davao Oriental: “We thank the speaker for his very realistic points. We learned much from you, Sir. My concern is that when students [from our tribe] return to the community, [we notice and feel that] they have become different. They would speak in English most of the time. How I wish they would not keep speaking in English when they return. What can we do about their re-entry in the community? What can we do so that they would not lose touch with our language and culture? Response from Mr. dela Torre: “You have raised a very real concern. There is no single solution to it, but first, we must acknowledge the problem. What comes to mind immediately is that you need to have a good re-entry plan. What can they do for the community? In some communities, this is discussed with the elders. It also helps to make our graduates feel recognized when they return to the community, perhaps by having a recognition program. We must come up with a plan and help each other. Now, a very serious problem is the lack of employment opportunities in the

community so our professionals choose to work elsewhere after they graduate. In which case, something must be done so we can give decent compensation for our own professionals if we are going to ask them to stay and work in the community.

From Mr. Joven Malida, a B’laan educator from South Cotabato: “Our young people are seldom involved in leadership and decision making processes in the community. What can we do to address this situation?”

Response from Mr. dela Torre: “Among indigenous tribes, traditionally, it is really the elders who decide. One way to start [empowering youth leadership] is by giving our young people roles in the community, forming youth organizations, and possibly, having a youth representative in the council of elders just as in some places we already have a council of the women and a representative of the women in the tribal council. It is not easy and remains a challenge for us to make our systems more democratic.”


From Ms. Aya Dalangin, of the National Youth Commission: “Do you have any suggestions on how to encourage our indigenous youths to avail of foreign exchange programs for them to widen their knowledge, considering the fact that most of them do not avail of this kind of programs (particularly those conducted by the government)?

From Datu “Mandumala” Jimboy Catawanan, from Sitio Contract, Marilog District, Davao City: “Pamulaan Center here caters only to college students. I was wondering about the possibility of having an integrated, continuous program for indigenous learners from kindergarten to college? Is this possible? Has it been done?”

Response from Mr. dela Torre: “They can only acquire actual experience [of these overseas programs]. It is always good to study abroad because diversity is good. But in my experience, it is difficult to be [sent overseas] if, to begin with, you do not love your own country.”

From Mr. Danilo Alcantara, from DepEd Surigao: “I became curious when I read the signage [in Pamulaan Center] about Bachelor of Education, [specializing] in Indigenous Education? We would very much like to send some scholars but Pamulaan could not accommodate all of them. Is it possible for this program to be offered in other universities as well?

Response from Mr. Abadiano: “There are now preschools for indigenous students in certain areas like Sitio Contract and other places. There are many such initiatives not only by Assisi but also by other NGOs. Pamulaan is here to help empower and support these initiatives. [Pamulaan helps produce professional educators rooted in indigenous life and culture, among others.] We also have the Local Educators Advancement Program (LEAP) to help train the teachers in these schools.”

From an anonymous participant: “In my experience, some students do not finish their schooling because of a lack of support from their parents, especially in terms of finances or even food. Any suggestions on how to work this out?”

Response from Mr. dela Torre: “One possibility that I can recommend from experience is to let the students write a monthly letter to their parents. More than the concern for money is the importance of having good communication lines between parents and children. Give the children and their parents a reason, even an excuse, to communicate with each other and so strengthen their rapport. Making them write is also less threatening than having to express their feelings directly. There is no problem that cannot be solved, even if by small steps.”

Response from Dr. Sumugat: “A question of this scope can be best answered by the Commission on Higher Education (CHED). In our case, a proposal about the program was initiated by Pamulaan and it had to go through the usual procedures of the University prior to implementation, which includes getting approval from the Board. Now, each university would typically have its own Board and academic procedures so we cannot speak for everybody. Now, for our existing program, more students can actually avail, not just from Pamulaan. They only have to pass the entrance exam [of USeP] and maintain the required average to stay in the program.”

Day 1: Discovering Common Grounds

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Opening of Exhibits This was led by Mr. Edicio dela Torre and Mr. Benjamin Abadiano together with Mr. Henry Granida representing Asia Foundation and representatives of the IP Elders from Luzon, Visayas and Mindanao. What’s in store in Kalindogan 2012? Mr. Abadiano began by recalling the topics of previous Kalindogan conferences before expounding on the significance of this year’s gathering: This year, we are celebrating the 15th anniversary of the IPRA Law. One of the points that it emphasized is the development of a culture-sensitive education program for the indigenous peoples so that now, we have the National IP Education Policy Framework being promoted by DepEd. Its aim is to give a meaningful education to our indigenous peoples. Hence, we have three main agenda [for this Kalindogan]: 1. To discover our common values as indigenous peoples that can help foster indigenous peoples education 2. To strengthen foundations already existing. Kinikilala ang inyong mga pagsisikap at titingnan natin kung papaano mapagtitibay pa ang inyong mga nasimulan sa pagbabahaginan natin ng mga kaalaman at karanasan. [We recognize you efforts and would like to inquire on how we can further strengthen your initiatives as we share our knowledge and experiences.] 3. Pangatlo, tingnan natin ang maari nating mga susunod pang gagawin sa harap ng mga challenges para sa IP education. Ano ang pwede natin i-ambag para sa pagsulong ng makabuluhan at culturesensitive na IP education? [Thirdly, we will also look on possible steps that we can take in the face of the challenges confronting IP education. What can we

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contribute to pursuing a relevant and culture-sensitive IP education?] What shall we do then? 1. We shall come up with a Unity Statement to show our support for DepEd and other groups who are promoting IP Education. In that statement, let us include whatever needs to be considered if we shall promote a truly indigenous peoples education. Aside from this, let us also identify what the contribution of our youth and of the institutions present here will be in attaining our aspiration for indigenous peoples education. 2. We also hope to take this opportunity to conduct consultation on the design of a program for high school which will be built for the eight tribes in Bukidnon. Those from Bukidnon will meet separately to brainstorm and plan for this high school which will be known as “Luyungan” so that this high school to be established in their place will truly be rooted in the culture and life of the indigenous peoples from the eight tribes in Bukidnon. 3. We will also create a network of IP schools and IP education advocates. There will be a workshop where you will be able to contribute suggestions and ideas to make this network responsive to the needs of IP schools in Mindanao, as well as in Visayas and Luzon. “We also hope to deepen our knowledge of the culture of the various tribes through our sharing and interaction. The success of this conference therefore rest in your participation because our main resource here is your own experience and knowledge,” Mr. Abadiano added.


Workshop 1:

What is IP Education? The first workshop was facilitated by Ms. Maria Consolacion Matnao, Program Manager for IP Education in Assisi Development Foundation. The participants were divided into six groups (IP Elders, DepEd, CSOs involved in IPEd, and three youth groups) to discuss and answer the broad question: “Ano ang Katutubong Edukasyon?” “What is Indigenous Education?” They did this by coming up with crosswords reflecting what they believed to be the characteristics, ideals, elements, etc. of Indigenous Education. Group 1: IP Elders R

K

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S

P

E

C

K

A

T

U

T

U

A

B

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T P

A A

A G

K K K

U A A

A L L T

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H U K L

K I R A D I

K A T U T U B O N G

A N

L E O A I T

A S R Y T Y

M T

G E N O R

A C F N R I G

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A

E M P D I V U L T K A I A S A N Y N A O W N N G B

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L A

A O

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In their presentation, the elders emphasized the need for an IP Education that promotes awareness of the ancestral territory and heritage, respect and cooperation between tribes and cultures and the empowerment of the community. The elders also pointed out that while IP Education needs to be dynamic i.e., adaptive and responsive to the pace and needs of our time as well as creative, it should also be rooted in the indigenous culture and a means of greater unity for the community. These learning systems, they added, must promote a holistic view of the world and build the capacities of indigenous peoples. Group 2: CSOs involved in IPEd K

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Day 1: Discovering Common Grounds

K A R U N U N G A M N

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A

R K N

A U I

A

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T Y

O R A M

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T A

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A

N L N

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K A T U T U B O N G

A S U N A G U A

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E M P D I S U D K A S T W A L S A G P A Y A P O N A N R L

A A

I N A

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Y Y

B U H A Y

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I O W E Y O N

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R A

A A

D N

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The CSOs called for Indigenous Education that is rooted in life and culture which must be transmitted to coming generations while at the same time enables the learners at present to respond to the challenges and realities of their life. Another important aspect, they stressed, is the promotion of rights including the protection of ancestral domain and of the tribal community as a whole. Group 3: Kabataan 2

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U C N Y Y A R T R

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E M P O W E D I S C O V U N T A B I K A R U N U A W A R E N S U S T A I Y A M A N O P E N T I T Y

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By way of song, the group summarized their presentation by singing “Pamulaan.”

PAMULAAN Lyrics: Dominique Lojyn Makilan Ofong Music: Arjel Boro Ofong and Richelle Villapando Tupaz Additional Input: Ronalyn Rico Floro Inspired by: Pamulaan Center  I III Mga katutubong kabataan Isang misyong ipinaglalaban May mga pangarap nais mapakinggan Pagpapahalaga sa kalikasan Mga sigaw at hinaing Mula sa lupang Mga likas nating yaman hinabilin Ating laging pangangalagaan Mananatili sa aming damdamin Repeat Chorus II oh, Pamulaan 2x muli mong sinagip aming Iba’t-ibang tribong pinanggalingan buhay Iba’t-ibang kulturang kinagisnan oh, Pamulaan 2x ikay biyayang aming iba’t-ibang paniniwala at karanasan tinataglay Tanging hangad ay kapayapaan oh, Pamulaan 2x ikay liwanag sa pamayanan oh, Pamulaan 2x pag-asa ngayo’y Chorus katutubong kabataan Oh, Pamulaan oh, pamulaan minulat mo yaring isipan Ginising yaring pusong tigang Nakita mo aking pangangailangan Pag-asa na iyong ipinatanaw, aming panghahawakan

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Group 4: DepEd K B

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The DepEd Group came up with a skit that presents a caricature of education that is not adapted to the context of the indigenous learners. In the story, the learners were tasked to draw and color an “apple”. Since the learners do not actually encounter an apple in their native context, they had difficulty drawing it. One student colored his apple “green” and the teacher told him it was the wrong color, most probably because the teacher herself has only seen red apples, and perhaps, only in pictures as well. Group 5: Kabataan 1

K U L T U R A

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A L T E R N A T I B O

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I N D I G E N O U S

S U S T A I N A B L E

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A W A R E N E E F V S S F A S Y O L S R U T T E E S M

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According to these indigenous youth, IP education needs to be “a system based on or rooted in real life and experience that enriches and deepens the knowledge of learners based on their own culture.” Furthermore, they said, “it needs to form the consciousness and capacity of each indigenous learner, as well as the communities, to prepare them for the experiences and challenges ahead.”

Day 1: Discovering Common Grounds

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Group 6: Kabataan 2 (Missing crossword and Documentation) I P R S U N I

N P A B N L L

A R D O G A I

B E I N K D D

U C S G U

K I Y

A A U

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P A G M U M A M A

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O O

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E D U K A S Y O N

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P G

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To summarize their presentation, the group sang their own version of the song “Pinoy Ako, Pinoy Tayo,” incorporating their insights. Following the presentations, Mr. Ben Abadiano presented a synthesis of the ideas that were raised and identified common concerns and points of convergence: • Kaunlaran (progress) • Katutubo (indigenous identity) • Nakaugat sa buhay at karanasan (rooted in life and culture) • Tradisyunal na pamamaraan (IKSP) • Pagiging responsable (responsibility) • Pamumuno (leadership) • Kamulatan (awareness) • Dynamic at holistic These were further summarized in the following pointers for IP Education: • Nakaugat sa buhay at kultura (rooted in life and culture) • Nagpapaunlad sa kakayahan at talento ng mga katutubong mag-aaral (promotes the skills and talents of indigenous learners) • Nagpapahalaga sa lupaing ninuno at sa ancestral territory (values the ancestral land and domain) • Nagpapatibay ng kakayahan sa pamumuno ng pamayanan (strengthens the leadership capacity of the community) • Nagtataguyod sa pagiging malikhain ng mga katutubo (fosters the creativity of the indigenous people) • Nagpapalalim ng responsibilidad ng bawat katutubo(deepens the responsibility of every indigenous person) • Isang edukasyon na nagpapatibay ng pagkakaisa (An education that strengthens unity and community)

Day 1: Discovering Common Grounds

• Naghahanda ng mga katutubo para sa mga pagbabago(An education that allows the indigenous peoples to adapt to changes) • Holistic IP Education: Ang pagsasanay ay hindi lang naka pokus sa mga pagbabago dahil ang kultura ay nagbabago. (Formation is not so much centered only on change itself because culture itself is changing.) Two of the points raised were also given particular emphasis: 1. Paghahanda sa bawat isa sa pagbabago(readiness for change) 2. Pagpapalaganap ng kultura ng pag-asa ng bawat isa (promotion of a culture of hope by everyone) In closing, Mr. Abadiano invited the participants to continue their reflection on IP Education and to contribute the fruits of their reflection to the discussions. In the evening, the participants watched the film Manoro: The Aeta Teacher (2006) by Brilliante Ma. Mendoza which won the Cinema Avvenir at the 2006 Torino Film Festival for Best Film, as well as Best Picture and Best Director awards at the Cinemanila 2006. The very inspiring movie gives a glimpse of the experiences of Jonalyn Abiong, a young Aeta tasked to teach basic literacy to her own people to help prepare them to cast their votes for the coming elections.

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Conference High

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lights

Day

2

Strengthening the Foundation

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Day 2:

Strengthening

the Foundation

T

he second day opened with an Interfaith Prayer Session at the Pamulaan Amphitheatre led by the Pamulaan students. After breakfast, the participants gathered at the Gymnasium for the sharing of Indigenous Learning Pathways. “Even before foreign teachers came from across the seas,” recalled Mr. Abadiano in his introduction, “we already had traditional ways through which our indigenous peoples continue to transmit knowledge and culture to their younger generations.” Four (4) seasoned IP elders willingly shared the experiences of their own tribes: Datu Felipe Lumiwes (Kankanaey), Datu Vic Saway (Talaandig), Mrs. Rosemarie Margarito (Mandaya), and Ms. Liza Among (Mangyan- Hanunuo).

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Workshop 2:

Sharing of Indigenous Learning Pathways Datu Lumiwes shared about the Dap-ay or dormitory for boys in the Igorot communities. Among the Igorots, a collective term for the indigenous peoples living in the Cordilleras, the oval-shaped dap-ay serves as a formative venue for young males of the tribe throughout their adolescent years. Olog/ Ebgan is the equivalent of dap-ay for the young women of these tribes. Because the houses of the Igorots were small and could not accommodate all the children, those who have reached the age of seven would stay in the common residence. Not only does it serve as a residence and recreational area, it also functions as a real school where important life lessons and values such as service are imparted to them by the elders through the telling of stories and the sharing of experiences. Here, young males learn not only academic knowledge or even life skills but also the values and culture of the tribe by being immersed in it. Furthermore, the dap-ay functions as a gathering place for the tribe where various rituals are performed and important decisions are made. With the coming of outsiders, the dap-ay was perceived as a pagan practice and almost came to oblivion. Nowadays, its function is also fading, with modern Igorots living in more spacious houses so that their children need not stay anymore in the dap-ay. The challenge today is to preserve the dap-ay and the tradition of practical and social education that it shelters. Afterwards, Datu Vic Saway talked about their experiences in the School of Living Tradition in Songco, Lantapan, Bukidnon. For the Talaandigs, the experience of learning is centered on a growing relationship with the “spirit teacher” who is the source of knowledge. Around the abuhan[hearth], traditionally found at the very center of their homes, families discuss a limitless variety of subjects from livelihood techniques to life itself. “Oral lahat dahil hindi nagsusulat ang matatanda... pero hindi lang dapat salita, ngunit mayroon ding gawa. Buhay ang kaalaman” [Everything is done orally as the elders are not accustomed to writing. Yet

Day 2: Strengthening the Foundation

we do not limit ourselves to words but also includes action. Knowledge is alive!] Through this process of education by osmosis, their young generation can truly remain connected with the sacred spirits, with their ancestors, with the tribe and with nature itself. All lessons proceed and return to life experiences and aim at developing a sense of interdependence with and sensitivity to all beings. The number one rule of learning for the Datu is: Learn to listen! Ms. Rosemarie Margarito, a Mandaya from Davao Oriental, then imparted their experience of educating through the weaving of dagmay, their traditional fabric. For the Mandayas, the act of weaving itself is sacred and the very patterns and designs express the tribe’s religious and cultural values and beliefs. The balyan engages in the elaborate process of weaving following centuriesold customs and relying on inspiration and guidance from the good spirit or Magbabaya so in the process, her students learn not only weaving techniques but also a unique way of life and spirituality. Thus, the very rich and colorful culture and history of the Mandayas come alive in these intricately woven fabrics and accessories. Not only the finished products themselves but also the long and painstaking process of making them by hand embody the tribe’s precious heritage especially for the succeeding generations. Last but certainly not least, Ms. Liza Among, a Mangyan-Hanunuo, demonstrated how they continue to teach the Surat Mangyan or Mangyan script, one of the few remaining indigenous writing systems that are still being taught and used in the Philippines. All the participants were eager to learn and were able to write at least their name in Surat Mangyan. Indeed, the preservation of their ancient script as a continuing part of their life today is a positive indicator of their continuing efforts for the preservation of their culture and tradition. After the presentations, the participants were given the chance to interact with the panel of speakers in an open forum.

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Open Forum •

• •

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From Ms. Pat Verzales of NCIP Visayas: “A concern about agriculture. You pointed out that part of indigenous spirituality is connectedness with all of nature and as such, sustainable and organic practices are imparted in terms of agricultural techniques. Now, we have graduates who have been trained in modern farming methods [which include the use of inorganic farm inputs, etc.] What can be done about this situation?” Response from Datu Saway: “We should make our communities into model communities and show the advantages [of organic agriculture]. We, indigenous peoples, have our own farming methods and systems. In our tribe, we encourage our farmers to plant our indigenous crops, traditional crops, following our indigenous sustainable farming practices. Response from Mrs. Margarito: “Nowadays, our land has lost its [natural] fertility after we have lost our connection with the earth, which is the source of our life. Before we plant, let us bond with the earth and use the [natural] raw materials that abound in our surroundings. We need to have this initiative. Let us use organic farming practices.”

• •

• “Are the young men and women obliged to stay in the Dap-ay?” Response from Datu Lumiwes: “We need to maintain the sacred function of the Dap-ay. What is imparted here, and also in the olog for the girls, is a rhythm and flow of life. Furthermore, what is being taught in the Dap-ay must also be imparted in the schools.”

Follow-up from Ate Maco: “[For the indigenous peoples], the center of learning is the family and the community as a true classroom where learning happens, connecting the young with their elders. My challenge is, how can DepEd recognize and strengthen IP Education? Datu Lumiwes: “We need to work together with the schools.“ Mrs. Margarito: “One possibility is to include traditional weaving in the T.H.E. [Technology and Home Economics] Syllabus. I would like to call on the DepEd to look into this [concern].“

From Mrs. Nila Plazos of Bukidnon Tribal Filipinos Foundation, Inc. (BTFFI): “I want to say that our life would not be as difficult if not for mainstream education. Our children need to compete and measure up to their standards. I wish that they would also recognize the unique talents and skills of our indigenous learners. I would also like to ask the presenters if they have come up with a book that can serve as reference for future generations since none of us elders will be here always to present these things to the young ones.” Response from Datu Saway: “Yes, there is competition, and competition that is not in our terms. But as regards competition, why don’t we develop competence? As for the second concern, [our living tradition] has thrived by means of oral tradition. There is no real need to write but to continue to transmit it orally to the children. In a family, you need to teach at least one healer, one leader, one farmer, etc. to


transmit knowledge and skills to the next generation. Practice is key. Culture is a way of life and [it may be] impossible to capture it in writing. Something is lost in writing. On the other hand, it is best to transmit it through life itself.” Response from Ms. Margarito: “In the Mandaya tribe, we do we have writings. However, we are hesitant to share them with outsiders because of our negative experiences with some researchers in the past. We wish to maintain the sacredness of our indigenous knowledge.” Response from Ms. Among: “We have already published books, particularly on Surat Mangyan and on Mangyan culture as well.” Response from Datu Lumiwes: “A point for the young people present here. Our ancestors never wrote down our culture but how did it survive? Culture only gets lost when you begin to study logic, science and impose these on culture. The point is, in order for culture not to get lost, we must value it so that we can transmit it to future generations.”

Ms. Maco Matnao then proceeded with a synthesis and deepening of the insights raised during the morning’s multi-faceted discussions. She began by enumerating the lights and shadows that were surfaced, what is helpful and not helpful, in the practices of indigenous learning pathways. She underscored the importance of pagninilay or reflection in the indigenous learning process in the context of the environment and ancestral domain as locus of learning, and life itself as a laboratory. In addition, Ms. Matnao called for a stronger partnership and networking with the DepEd and LGUs as well

Day 2: Strengthening the Foundation

as the strengthening of IP Education Councils in the governance of the IP Schools. “The presence of [educational] institutions does not free us, elders, of our responsibility for the education of our children.”Thus, she brought up the following recommendations: 1. In terms of policies, that DepEd adopt as its orientation with regard to IP Schools the Indigenous Peoples Education Policy Framework. 2. In terms of finances, that schools work out their own sustainability especially for Maintenance and Other Operating Expenditures (MOOE) so that the communities can also better assert their role as stakeholders, and in a very real sense owners, of the IP schools. 3. In terms of methodology, the registration and accreditation of IKSP Bearers and their participation in school instruction. Also, the use of IKSP materials and other indigenous materials as teaching aids. 4. In terms of manpower, the prioritization of qualified teachers who are themselves from the indigenous communities. 5. In terms of governance, the representation of IPs in the School Governance Council. 6. As well as for non-IP teachers, a sound orientation and sincere immersion in the life and culture of the indigenous peoples. They should also learn the mother tongue of their students. Asked Ate Maco: “Ano kaya ang mga bagong Dap-ay kung saan matututo ang mga bata, pati na ang matatanda?” [What could be the Dap-ays of today, where our own people can learn, the young and the old as well?] “How do we keep alive our culture?” was her final challenge to the participants.

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Workshop 3:

Sharing on Mainstream Education Experiences The participants again broke into groups to share regarding their local experiences in mainstream education, particularly what is helpful/ effective, not helpful/effective, identifying gaps and then identifying possible ways to respond. The following were presented during the plenary: CSOs Involved in IPEd Helpful/ Effective Not Helpful/Effective • Traditional system • Systematic ang • Textbook that are mainstream insensitive to culture education • Competition • effective • Learning materials that planning(thinking are not in touch with ahead of time) the context of learners • Established • The formula of and structured mainstream education curriculum is assimilation • Legal basis for • Mainstream education implementation sa higher education • Measurable/clear • Pressure from the competencies outside community • Effective and because of responsive to the globalization. needs of learners Available courses as well as of the lead students to time/ environment work outside the • Capacity-building community. Almost and enhanced training for teachers always, the direction of development is • Establishing outwards instead clear structural of towards the local organization. community. • Using more • Different rationale of appropriate and education effective teaching • Commodification methods of learners who are • Including lessons programmed for gained from the export outside, too experiences of the much globalization IPs and also of those who help and • The rationale of education seems to advocate for the be at the service of IPs. foreign countries, not of the local community • Limited budget resulting in the lack of facilitators • Rigid standard of qualification for teachers

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Gaps • Slow progression of check and balances • Bias on the part of some agencies in charge of creating programs for the IPs • Lack of budget appropriation • Absence/lack of IP teacher or IP LETpasser teacher, lack of localization of human resource • Need to use own resources as a teacher aids • Bureaucratic requirements for school accreditation, etc.

Responses • Integration and valuing of IKSP and culture • Equivalency on accreditation of local teachers • Localization of human resource, harness local resource as teacher aid • Capacity assessment of local teachers and grating eligibility to teach specifically for preschool • Prioritizing the hiring of local teachers • Reviewing current DepEd policies and structures (e.g. for school accreditation) • Funding windows for the IP schools


DepEd Helpful/ Effective Not Helpful/Effective Gaps • Feeding program • Non-IP teachers • Unavailability of as part of a holistic without IP learning materials, health program background/ cultural materials, published • Conduct of IP orientation activities e.g.IP • Lack of culture documentation games, cultural sensitivity on the part • Lack of budget for celebration, of teachers and nonIP concerns cultural camping, IP children educational tours • Inaccessibility of the village school site • Life skills transfer activities of IP • Lack of discussion elders, teachers, of IKSP in classes technicians that is due to many locally recognized activities/demands/ • Indigenous learning overlapping materials • Discrimination e.g. between “reader and • Continuing teacher training program non-reader” • LGU-led IP • Lack of IP orientation among mainstream Congress • Environment as teachers laboratory • There is still a reality of discriminative • Celebration of IP policy leadership in Month • IP elders as resource all levels persons • Children protection policies, children rights/IP children rights integrated in the curriculum • Mother tongue based multi-lingual education • Networking with LGUs and private stakeholders • Municipal wide orientation of Dep Ed Order No.62.s.2011

Day 2: Strengthening the Foundation

Responses • Integration of IPRA in subject matter • Conduct of research • Setting up IP organization • Pool of IP IKSP bearers as part of the “resource/ teaching team“ • Celebration of IP month • Qualified IP teachers as priorities in giving DepEd items, even for full fledged school heads • Representation of IP parents in the SGC and IP children in student council • Replication of the IP’s EO in the district division and regional levels • On going reorientation of IP and mainstream teachers • DepEd orientation on Dep Ed Order No. 62, s.2011 in the district, division, and regional levels • Appropriating a portion of MOOE (maintenance and other operating expenses) for IP concerns • Non-IP teacher’s must learn the learners mother tongue

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IP Youth 2 Helpful/ Effective • Respect and recognition on the part of teachers who gives affirmation and encouragement to IP learners. • Harmony and mutual cooperation between IP and non-IP learners • Opportunity given to share and showcase one’s own culture and art, confirming pride in the learner’s own culture and identity.

Not Helpful/Effective Gaps Responses • Discrimination in terms • Willingness of IP • Fair treatment and of intellectual capacity learners to learn but standard of education and even physical lack of commitment from teachers for all on the part of students, both IP and appearance some teachers non-IP • Underestimation who regard them and condescending • Respect for cultural as inferior and give attitude towards IP and religious them substandard learners differences • Stereotyping of IP performance. • Teachers must learners as illiterate learn to respect and appreciate their • Lack of respect and students and love understanding from their profession/ followers of different mission of educating religious groups the indigenous • Negative influence coming from learners mainstream students which is not compatible with IP cultural values and beliefs • Difficulty on the part of IP learners to pronounce words properly in English or Tagalog leading to discrimination and decreased selfconfidence. • Textbooks which do not give an accurate description of IPs, thus strengthening discriminating views • Lack of commitment of some teachers teaching in the IP areas (absenteeism, substandard and mediocre performance)

Quotes from IP learners: Batay sa aking naging karanasan mula high school hanggang college, dito ko naramdaman kung gaano kahalaga ang pagiging IP dahil sa mga teachers na kinikilala ang pagiging IP ko dahil kung minsan interesado sila sa kung ano ang mga paniniwala ng aming tribo at nadama ko na may pagpapahalaga na nangyari doon. - Marites (Pamulaan) Nabigyan ako ng pagkakataon na maibahagi ang aking nalalaman ukol sa mga arts ng aming tribo dahil batay sa naranasan ko sa high school pa ako ay hinahayaan kami ng aming guro na gumawa at tangkilikin ang aming mga handicrafts sa aming tribo na kadalasan ay nagsisilbing project sa amin ito. - Aiky Enangcob(Matigsalog, Pamulaan)

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Ang aking naranasan na hindi ko na gustuhan na ipinakita ng taga-mainstream sa mga kagaya ko na Lumad ay yung hindi na talaga mawawala na diskriminasyon. Nasasaktan ako sa tuwing naririnig ko ang mga sinasabi nila tungkol sa aming mga Lumad doon sa Bukidnon, lalo na iyong sinabi nila na ang mga IP daw ay mga mang-mang, walang pinag-aralan,walang kaalam-alam sa buhay. – Junessa Varquez (ManovuBukidnon, Pamulaan) Para sa akin naman batay sa aking mga karanasan sa high school pa lang ako ang nakita ko talaga na problema ay ang pakikihalubilo sa taga Mainstream dahil nakita ko na maaaring maimpluwensiyahan ka ng kanilang mga karaniwang ginagawa. Sa naranasan ko na talagang naimpluwensiyahan akong sinubukan kung makipagkaibigan sa taga Mainstream naiba yungmga kilos ko na hindi na umaangkop sa pagiging IP. - Crasmae Digulyado(B’laan, Pamulaan) Para sa akin, batay sa nakita ko sa aming pamayanan, walang pantay na pagtanaw ang ibang guro sa amin lalo na sa pagitan ng mga estudyante mula sa mainstream at mga katutubo lamang. Mas nakikita na madaling matuto ang taga-mainstream dahil alam ng guro na mabilis itong matuto. Akala nila na mahirap turuan ang mga IP dahil wala nga itong alam kundi ang buhay sa bukid lamang. - Irene (Arumanen, Pamulaan) IP Elders Helpful/ Effective • Respect and recognition on the part of teachers who gives affirmation and encouragement to IP learners. • Harmony and mutual cooperation between IP and non-IP learners • Opportunity given to share and showcase one’s own culture and art, confirming pride in the learner’s own culture and identity. • Basic literacy training (reading, writing, arithmetic, etc) • Mother tonguebased early education policy • Mainstream education has objectives that extend beyond the concerns of the tribe • Standard curriculum • Effective when there is equal treatment and opportunity

Day 2: Strengthening the Foundation

Not Helpful/Effective • Use of English as medium of instruction in the lower levels • RTW “ready to wear” education that is not tailored to the context and needs of the indigenous peoples • Top-down approach/ orientation, whereas the indigenous approach is usually bottom up • The content and methodology in the mainstream is not adapted to the learning requirements of indigenous learners • The teacher is not indigenous and not even immersed in the life and culture of the indigenous learners • Education is for work/ industry not for the development of the person and the community • Learning materials that are not culturally adapted

Gaps • Terrible discrimination for IPs who are labeled as “tagabukid” (from the boondocks) • Lack of recognition of IKSP • Lessons which are remote from the experiences of learners hence turning out to be imaginative rather than experiential • Not only IP learners but even IP teachers are discriminated against

Responses • Begin indigenous education with the youngest of learners • Always include education on the indigenous culture • Train the children in the indigenous culture, teaching them the dances, songs, stories, etc. and support the community in this endeavor • Make the curriculum flexible and adapted;integrated the IKSP • Partnership between NCIP and DepEd • Culturallyappropriate, reflective education

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IP Youth 1 Helpful/ Effective • Using visuals and other instructional materials • Practical application, the more you do and the more you learn. • Well-crafted books. • Teaching with emotion and expression (love and poise) • Flexible, reliable and effective teacher • Recapitulation of lessons • Openness to ideas • good relationship and camaraderie • Participatory approach • Tutorial classes • Good character of teachers • Field trips

IP Youth 3 Helpful/ Effective • Sound and effective methodology (modular, student- centered, reinforcement) • Holistic program (NSTP, FS, community service, field trip) • Appropriate assessment (research-based school requirements, considerations)

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Not Helpful/Effective • Low level of interaction between IP and non-IP, discrimination • Exorbitant fees • Ineffective teaching approaches of teachers • Favoritism • “Force-approach” in teaching • Harassment from teachers • The curriculum used is not suited to the learner. • No clear strategy • Absenteeism on the part of some teachers

Not Helpful/Effective • Exorbitant fees • Rejections of IP materials • Terminologies are not understandable • Discrimination of “IKSP” • Prejudice and ethnocentrism • “Culture shock” • Expensive • Overcrowding in classrooms

Gaps Responses • Lack of appreciation • Use of vernacular and recognition • More effective • Lack of strategies communication • Learner-centered • Language barrier approach • Instruction that is • Adjustment, too short or too fast flexibility • Teachers must become good role models, and the learners too • Cultural relativism • Patience and consideration from the teachers

Gaps • Lack of recognition of the IPRA Law • Lack of school facilities, teachers, appropriate curriculum • Lack of self-esteem • Classroom not conducive

Responses • Integration of mainstream curriculum and IKSP • More funding • Proper implementation of K-12 • Use of IP materials in the classroom • Proper training and regular attendance for teachers


In the afternoon, Waway Saway, a Talaandig from Songco, Lantapan, Bukidnon wowed the participants with an inspiring as well as entertaining presentation on Indigenous Arts and Music. Making use of art and music, Waway contributes to the education of the youth in his tribe, integrating values and life lessons along the way.This he demonstrated in his brief but substantial talk, generously interspersed with some of his best-known songs among which were Bulalacao, Usgakli and Digmaan. Truly, indigenous education is one that weaves together in a harmonious melody the richness of a people’s customs and traditions alongside the transmission of valuable knowledge and skills. After the presentation, the participants again broke into groups for the case-study presentations of a number of promising IP Education Initiatives. Four presenters were invited: Dr. Marilyn L. Ngales, Ph.D., Director of Community Outreach Learning of the Lyceum of the Philippines University; Mr. Julius Breva of the Municipality of Dumingag, Zamboanga del Sur; Ms. Loreta R. Santa Teresa, Director of the Center for Community Extension Services of Ateneo de Zamboanga University and Mr. Joven Ryan Malida of Kalyong Elementary School in South Cotabato. Mr. Breva presented the IP Education Program for the Subanens being implemented by the Municipality of Dumingag as part of the Genuine Peoples Agenda (GPA) of Mayor Nacianceno M. Pacalioga, Jr. in partnership with the Assisi Development Foundation. The program aims to have “a culture-responsive learning system that is rooted in indigenous universal values and responsive to the plight of the Subanen

Day 2: Strengthening the Foundation

people.” The program has four components: “Early Childhood Education Program (ECEPSubano), Elementary Education Program (EEP-Subano), High School Education Program (HSEP-Subano), and Adult Literacy Program – Subano. Since 2007, more than 800 students have graduated from the ECEP centers and the enrollment increased by 10% per annum. The Municipality also recently inaugurated its Municipal Heritage Center. Indeed, the case of Dumingag provides a wonderful illustration of the possibilities that can happen when government and people work together towards a vision of providing a better life especially for its most vulnerable constituents. Mr. Malida imparted their experiences in Kalyong Elementary School, which was formally identified as an IP school by DepEd in 2008. Since then, it has owned and claimed its identity as such by engaging in various initiatives such as the continuing development of an IP Curriculum, conducting special training for the teachers, and participating in special IP activities like IP Camps and the Kastifun Festival. In partnership with other institutions and with the cooperation of the community, the school has also contributed to the revival of indigenous music, weaving and games by inviting the elders to teach the games and instruments to the students as well as life lessons and values. “Fagudikasfila I arat, glabat I dedfalaminga Ikyehan” (Through learning the culture, the new generation can connect with their past.)

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In response to the presentations, the participants were tasked to identify the areas of strength and areas for growth as well as to raise some recommendations for the various initiatives. The fruits of their discussion are as follows: Community Outreach Learning - Lyceum of the Philippines University GOOD PRACTICES CHALLENGES RECOMMENDATIONS • Sound and effective methodology • Livelihood needs • Review guidelines (modular, student- centered, for qualificationin the • Health considerations recruitment of IP teachers reinforcement) • Teachers’ personal • Use of the mother tongue concerns • Promote a truly IP • Collaboration with the LGUs • Road access to pilot Education areas become impassable • Prioritization of IP • With legal basis on IPRA, UN MDG due to bad weather 2015 teachers • Participation of IPs in teaching • Nomadic/semi- nomadic • Attendance monitoring • Production of learning status • Build schools close materials(monograph series on the • Difficult Access to enough to the remote tribe) Education villages • Solid research provides basis • Lack of Prioritization of IP • Coordinate with School teachers Board the annexation of • Teachers with a heart for the IPs the school building of the • Para- teachers in the tribe • Dependence on external IP communities • Assistance from NGOs support • Livelihood training • Absenteeism of teachers • Lessen the number of reports required • Infrastructure development • Numerous requirements of teachers to what by Dep Ed to obtain • Curriculum development is essential and give permit, recognition and • Resource mobilization enough time for turn-over • Community teachers: Para teachers who speak the mother • Preparation of many preparation. reports as an added work • Early distribution of tongue for teachers reports to teachers • Teacher training • Capacity building/ capability • Lack of water system for • Lessen the requirements building (community teachers and the school in applying for school recognition, permit pupils tooperate, and turn-over • Retooling/cultural sensitivity seminars • Involvement of CSO in monitoring teachers’ • Support for those who show potential performance • Opportunities • Enhance the (language, environment, community competencies of DepEd support, community teacher aides) in the development of an IP curriculum • Educational assistance • Mothers class • Tap volunteers to assist teachers In teaching in • Livelihood projects using raw the communities materials present in the community for expectant mothers who are still studying. • Community counterpart • Community organizing • Community consciousness building • Formation of the youth by the elders • Cultural youth formation/ apprenticeship (masteral) • Actual practice on customary law • School of Living tradition

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LGU Partnership for IPEd - Municipality of Dumingag GOOD PRACTICES CHALLENGES RECOMMENDATIONS • Spirit of volunteerism • “environment as classrooms • Replicate the Dumingag versus traditional IP education program • Cooperatives in other areas; also, the • IKSP “ values” based classroom” promotion of IP rights • Agriculture based • Lack of school facilities • Policies for institutionalization • Sustainability • Setting up IP (program, executive order, organizations for the • Mining municipal ordinance) youth in universities and • Climate change learning institutions • Integral part of the Genuine • Revival of basic values Peoples Agenda of the MLGU- • Formation of PO hence a priority • Sustainability of projects • Values as basis of curriculum, • Support for livelihood / IGP shared by both IPs and non-IPs • Discipline • Municipal heritage center • Lack of IP orientation/ background among • Unity • Alternative movies on IP that teachers values, respects • Discrimination from non-IP students and teachers • Trainings of IP youth and elders • IGP support for the IPs • Difficulty in putting up a learning center • Eliminate discrimination of the Subanens • Community Learning Service • Culture sensitivity in the use of teaching strategies Center for Community Extension Services – Ateneo de Zamboanga University GOOD PRACTICES CHALLENGES RECOMMENDATIONS • Community consultation • Difficulty with the many • Request DepEd to requirements of DepEd review their policies • Multi-stake holders collaboration • Mobilization of internal resources • Lack of funding • Funding for • Living-out of community • Lack of LET passers facilities,etc. • Community cultural mapping • Slow response from • More qualified teachers • Passion to serve/willingness to serve stakeholders in the • More training/formation • Sustainable mechanism community • To bridge DepEd and IP • I-dentification • Lack of school facilities education P-lanning • Peace & order problems • Enhance collaboration I-mplementation • Lack of teaching materials with the prime M-onitoring • Accessibility stakeholders E-valuation • No assistance from NCIP • Enhancement, capacity • Support from LGU • NCIP requirements for the building Ancestral Domain • Developing Learning Materials and • Community organizing IKSP center • Lack of training of the teachers/Para teachers • Networking • Community counterparting • Distance • Indigenization of curriculum • Lack of unity between DepEd and LGU • Administration support • Communication with partners/ I-nformation E-ducation C-ommunication • Open eyes and ears for opportunities • IP school(kindergarten)

Day 2: Strengthening the Foundation

37


Origin of the World A Mangyan Creation Myth

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Kalyung Elementary School – South Cotabato GOOD PRACTICES CHALLENGES • Identified and recognized as • Difficulty with the many an IP school by DepEd at requirements of DepEd the division level • Unavailability of resource • In the process of developing materials IP curriculum • Undocumented B’laan stories, cultural tradition and • Conducts formation of nonIP teachers practices • Has linkages with LGU, • Only few IP teachers who are NCCA, DOLE, LPMPC teaching • Production of indigenous • Lack of a well-developed instruction materials culture and value based IP education curriculum • B’laan musical instrument training funded by NCCA • Lack of NCIP participation/ • B’laan traditional games in counterpart school • No guarantee of succession • Leadership training for IP • Lack of economic stability of Youth; IP organization the community or tribe • As a result learners felt recognized and acknowledged as IPs. They have pride in their identity and feel inspired to wear their native costumes • The students are also convinced about the importance of studying the IKSP and of preserving it for the coming generations

RECOMMENDATIONS • Majority of teachers should be IP teachers • Document IKSP of the tribe • Develop livelihood program for IP schools sustainability • Delicacies can be an IGP • Continuing support from the LGU • Encourage participation ofout of school youth • Establish linkages with agencies/organizations • Document the experiences of IP teachers

At the end of the day, Ate Dolores “Lowen” Andrinay of Tugdaan Mangyan Center shared a presentation that she recently gave in a gathering of history teachers organized by UNESCO. In her demonstration, Ate Lowen used the creation myth of the Mangyans alongside other theories and beliefs in the origin of the world. Indeed, her sharing showed how our indigenous beliefs and values not only deserve a place alongside other beliefs and values, it also bears a unique contribution from the indigenous peoples that can widen our view of the world.

Day 2: Strengthening the Foundation

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Conference High

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lights

Day

3

Investing on New Paths for the Future

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Day 3:

Investing on New

Paths for the Future DepEd Order No. 62 Series 2011

The National IP Educational Policy Framework Mr. Rozanno Rufino of the Indigenous Peoples’ Education Office (IPsEO), DepEd DepEd Order No. 62 s. 2011 was conceptualized 6 years ago when the DepEd discussed its framework, including the curriculum and structure of the DepEd. It tries to cover what is the real policy framework in terms of IP Education, clarify and provide guidance on its direction and what are the various policy background and basis specific to the policy statement. It was also observed that the IPs have not been provided with the proper educational services that they deserved and at that time, being set aside due to whatever reason they have. They experienced discrimination and they were judged as illiterate even if it is not true. In their own community schools, the IPs are

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not recognized and as such, the opportunity available to them were also not equal. The various programs being offered: 1. It is inclusive—recognizes the diversity of schools and it’s kind of students; 2. There is a continuous dialogue—since this is just a draft, there should be a continuous dialogue and discussion among the people involved; 3. There should be a partnership involved; 4. The framework should be in accordance with their own and community schools. The policy is based on the Philippine Constitution, the Indigenous Peoples’ Rights Act (IPRA) and the United Nations Declaration of Rights of the Indigenous Peoples (UNDRIP). Before there was a DepEd policy granting permit to operate primary schools for the IPs and other Cultural Communities. Now, with


this framework, we can safely and properly implement it since it based on a law but we need to help one another to be able to finalize it. Under DO No. 62: 1. All IPs are expected to be active in getting a quality and relevant education: 2. They have their own knowledge but when they are formally schooled, they seem not to give importance to it; • If they have the tools and the means/ process, then the collaboration can start from there. • DepEd also has its share of difficulty as an agency and its own set of programs. 3. There should also be adequate tools and materials for teaching that should be available to the community; we need to also determine if the school is suited to the needs of the children (for example, if there is an existing infrastructure and facility); this will also need an input from the IP communities and for them to think of suitable projects to cater to their needs. 4. We should also try to address the need for teachers who will be assigned to the IP areas: there should be teachers willing to work and come back to the community; 5. The need to teach not only the teachers themselves but also to those who are living in the community. 6. We can share the booklet on DO No. 62 s. 2011 with the community through a meeting or consultation so the community may know about the IP policy framework plan. 7. Strengthen its implementation so we can have: • A program that will help educate and inform others on who are the real IPs; • Know the cultural heritage, customs and tradition; and history of the IPs, and when the history has been rewritten, we can now understand the Philippines as a nation. • Education is two way, their needs are being responded to and that DepEd can also gain knowledge from them; • The framework is a draft and we should all help in its finalization so we can also implement them subsequently. There are four major points that we should consider in supporting IP Education: 1. The method of teaching and pace can be a bit slow than the usual.

Day 3: Investing on New Paths for the Future

Most especially if the teacher has no professional exposure in terms of skills and training; we can’t say that the elementary graduates can have the skills of a professional and sometimes they are boxed in what they claim as standards of education. They seem to be putting square pegs in round holes; 2. Experience can teach us many lessons. We are lucky that the Secretary of the Department of Education is open to this collaboration on standards in the additional schools that they are considering/offering. What are these policies that seem not to jive? Most often there is no electricity in the mountain areas, DepEd also has to consider the program’s sustainability; 3. A big part of this is not about money. The bigger part of this program is how to sustain the spirit of IP education vis a vis mainstream education and the culture and values of the DepEd that should also be manifested in their set of values in the community as a whole. Sometimes they are influenced by what they see and they should be able to sustain it. Look into the core cultural values in order for IP education to develop. The readiness of the teachers and the community should also be considered. There must be an ownership of the community of the education program to ensure and sustain the spirit of IP education. 4. Another reason is poverty. There are various ways to be able to learn and this is not only found in learning the alphabets and numbers and how to write them. There are a lot of IPs that are not able to reach high school and college and yet they have they own ways of learning. Everyday activities can be used as a tool to learn in the classrooms. They are useful materials for their own growth in life. All of the above is easier said than done. Education provides the means to be able to prepare the students for life. DepEd’ s response: We thank you for inviting us and in relation to DepEd Order No. 62, we are using it as a guide for our presentation about the National IP Policy Framework Plan Formulation. As a draft, it has no specific details at this time and there is a need to provide the direction and

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further clarify the path of DepEd on various levels. The framework has 3 parts: the Introduction explains why it is needed and the policy background discusses where it is based from and lastly, the specific policy statement. It acknowledges that the IP communities are often marginalized and as such, the proper educational services have not been provided due to our history; and another reason is that our IP communities are often set aside, ignored and sometimes viewed as “invisible”. It was during the American period wherein the public education system classified the people as uncivilized and civilized. Often, IPs were depicted as illiterate and with no education. It is the measure used by the colonizers. Because of this history, IPs were set aside and not recognized. This type of discrimination had an effect with the people and that the situation at that time did not provide the right opportunity for the IPs. The most fundamental issue is—basic education as an enabling right. Education should provide the opportunity for the people to gain and fully use their rights. This is one of the ‘mother rights’ and without such, there is no basic right. There are areas with no schools and these remote areas do not have access to education. There are areas that can be accessed by the people but are not ready to provide an appropriate education. The goal of EFA or Education for All is for everyone to have access to basic education by 2015. It was arranged so that there is primary basic education for all and this is hinged to the idea of providing an appropriate program and impact to the civil society groups within the Philippines. Education should be able to expand and be responded to by the DepEd. As part of the effort to address their needs, this document is another instrument for a shared accountability. It can be used to determine our roles and duties for its continuation so that others and all the types of communities involved in all the branches of DepEd can understand. The continuous discussion will also lead the way to its sustainability. The state should be able to support our rights

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and access to education. In our Constitution, which includes IPRA, the State is tasked to provide equal access to scholarships and other incentives. It is easier said than done and there is an Alternation Learning System (ALS) curriculum for IP Education and also a formal education system and they can advance it to another program. Millennium Development Goal – Education for All This is an additional knowledge and a new challenge. Can education strengthen our self-determination and can it really make us forget about our own personal knowledge and identity? There are efforts being made on how the IPs are being linked and they will discuss about it and DepEd will find a way to communicate with them, if not their curriculum will be floating and lacking in substance and inappropriate for the IPs. This is where modification or changes are made within the curriculum—and this has something to do with a curriculum that is not based on the community curriculum and we cannot do this if this is not included. The DepEd is there to ensure that all IPs will have access to education and that it is at the same time, relevant and will have a good quality for all. All the types and kinds of education that is appropriate in sharing what an education should be and its continuity and they can make it meaningful for the community. There is always a supply side and a demand side. For example, the 4Ps Program of the DSWD, there is always a very big demand and that the supply in DepEd’ s side will assure that there is enough school buildings, teachers and materials for education. We should look at the supply side so they can meet at the middle and consider if there are indigenous peoples within the area. How many are they and where they are? They are included in the data for planning. As we already warned them, how can we have a program if there will be no data? We need to also strengthen our information and the data, we should also support the right pedagogy in all its processes of learning and in the assessment which will also include


the indigenous knowledge systems and practices (IKSP). Do they adopt a standard? They are looking for knowledge and skills that are applicable for the type of work and the knowledge that is also based on what the community is asking for and or looking for but it is not accessible to everybody. In its inception, education in the Philippines had a great divide—in what we have been taught in school and what we have learned in school and in the community. Because they have their own parlance and language that is not being recognized at the same time, education provides more meaning to knowledge. The sustainability of the indigenous system also provides protection and other forms of knowledge for example, indigenous farming system that the present generation has no access to. DepEd is expected to support the Mother Tongue-Based Education and the MultiLingual Education System based on existing policy. There are around 12 languages completed, an orthography, and other forms of learning resources. Since knowledge will come from one source, DepEd will have some difficulty in implementing this kind of program. Sometimes it is like asking an elephant to dance. There are so many promises that are difficult to do. There should always be sustainable development (likas kayang pag-unlad) in different proper ways and processes. Republic Act 9155 provides for the guidelines on school levels, the innovation and standard approach on what to do and when schools are empowered to do that, and the appropriate learning resources that they should employ. Does this really exists in the community and in our ancestral domain? Are all the provisions stated in our ancestral lands true to form? Sometimes there is a need to popularize the indigenous heroes and tell the story of how their lands were defended—was it really according to the needs and plans of the community? Is the approach also customer-oriented and even the classrooms being used, is this really the space needed by the IP students? This is not only about the teachers but also about the knowledge and information that are appropriate to their own culture as well.

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They can conduct their own research and processes within the community. There are stories in their own language told from the point of view of the author from the community itself. There should be a process of consultation with the community, deepening of the context, and veer away from the monopoly of DepEd’ s own system and processes. On the Hiring of Teachers There is a recommendation that there should be consultation and discussion with the community and there should be resolutions that can be done within the level of the school. They have their own distinct knowledge and ways and they are open to the various changes and innovations within the curriculum. We also welcome the intervention of a knowledge specialist from the community. DepEd can face the issues at hand, especially about the community education at various levels. There should be a training and a special education fund allotted to the teachers, separate from other funds allotted to basketball courts. There also should be a dialogue and lobbying about certain issues and ultimately, sharing of knowledge, coordination and linkage with other groups and sustainability. DepEd is not omniscient. There should also be an affirmative action to remove the whole system of education if it does not serve its purpose—perhaps focus on the IP Communities and be educated further about them as well. On Being an IP There are wrong notions and perceptions of what an IP is and, as a result, they are being discriminated. They should correct the wrong perceptions on what the IPs are, e.g., out of this world and romanticized depictions. Recognition of the cultural heritage and traditions are the biggest part of the symbols being lived out. For example, there are no IP heroes documented in our History books. The likes of Macli-ing Dulag and Sultan Kudarat— they are not the only ones who were able to defend their society. Others should also remove their biases. Was our history written in 1521? When we rewrite Philippine history, can we trace the roots of our ancestors and be able to come up with another one based on the stories of the indigenous peoples?

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This is the approach that we can perhaps use to understand who really comprises the first civilizations in the Philippines. INTENTIONS OF IPRA IPRA recognizes the various faults and inconsistencies done before and this is the looking glass and mirror that they have used for the proper interpretation of the law. There

can be an invitation not only to learn and to teach but also to learn with the community at the same time. This can also be addressed by the DepEd and they can be shaped and they can learn with and among the community. There is a high expectation that they can do so. They have a dream but it cannot be implemented by DepEd alone. We want this to move forward and develop.

Open Forum Q: From Rosemarie Magarito, a Mandaya from Davao Oriental. Nilibot ko ang mga paaralan sa aming lugar at inalam ko ang mga pangalan para mapabuti ang sistema ng edukasyon sa division. May corruption sa mga paaralan, minsan may mga pagkakataon na ibinu-bulldozer nila ang mga puno, nasisira din ang mga building nilalagay nila at hindi alam na ito ay nakatirik sa isang sacred ground. Ang mga bagay na ganito ay hindi talaga malalaman ng taga taas (sa DepEd), ngunit hindi din dapat tatakpan ang gusot. A: Hindi natin itotolerate ang corruption, mga giya sa pagtatayo ng gusali. Dapat may documentation din kayong ginagawa sa ngayon upang makarating ito ng maayos sa mga kinauukulan. Q: From G Tequena of Zamboanga Del Sur. We are currently hiring teachers based on Category A below 70, but this is now classified as category B. Can DepEd help her be hired? She is an IP. A: In the division level, the hiring is about ranking. I don’t think that is the direction we need to take and our concern is that it can have a boomerang effect; baka sakaling mabigyan ng specific direction and so we need to get the suggestions first. DepEd’ s USEC for Legal Affairs can be asked about this and there is a need to solve it based on legal management. Q: From Leonila Plazos, Bukidnon. Sa amin may kagawian na pinapakopya lamang ang mga bata kung ano ang nasa loob ng libro.

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Sa IP system, na expose na ang mga bata sa areas sa community and this is part of their subject. Minsan natatakot na sila sa mga national examination dahil based on their experience, they have a low score. Perhaps they can revise the grading system and we have an issue about examinations being conducted in English. There are projects in the barangay now that are not being used. Can we have a budget for SEF that we can use for education. A: There is an existing standard, and when there are issues being raised, there should be an assessment para alamin ang antas nito. Minsan nagigiging competition na ito at puro sa NAST ang gustong gawin. Kapag mataas o sobrang baba ng mga grado, hinihila din nito ang average. Pero isa iyon sa mga dapat nating tignan kasi it cuts across but there must be another way to assess. It should not be biased with one form of learning and this is also a big issue. Kailangang ipagpapatuloy ang pag-uusap. Kapag may ganitong mga concerns, ipaalam agad dahil bawal po at mahigpit ang polisiya dito ng DepEd. Q: From Datu Jimboy. Tungkol sa mga honorarium ng pre-school teachers, maari po bang gawan ng paraan. A: Hindi din namin alam kung bakit nadedelay, we need to investigate it so we can identify—this will also include Bukidnon and all of the areas involved. Q: From Reymark of Pamulaan. May problema ang mga katutubo sa paaralan,


sa mga library sa mga bulubunduking lugar dahil base sa sinabi—ang pagtatayo ng mg paaralan ay dapat na may ritual din para sa ibang lugar. Dapat din ay may assessment ang mga estudyante dahil hindi pa din alam ang mga gawain at behavior ng mga estudyante. May mga estudyanteng slow learners. May mga infrastructures at educational materials and books. This is the problem of the teachers as well. A: Kailangang ipagpatuloy ang guidelines tungkol sa paggawa ng infrastructure —may mga deped schools na multi-grade. Basta multi-grade, ang minimum na teacher ay at least 3 teachers at dahil maliit ang enrollment, kailangan din nating malaman ang situation ng preschool teachers. Sa kanilang SARO, may 2 to 3 months na delayed at kung meron na ang SARO, ang pera ay hindi pa na download. Minsan nakakabagabag ng damdamin dahil sa ang layo ng nilalakad, at ang priority ang LET passers ay 2.5 M, kasama na dito ang IP Education and Muslim education. This has been allocated 8 times per district.

A: There is a specific requirement for this and you can connect with the division office. This we presume is not private, and under the management of DepEd. Kung iba ang nature ng paaralan, ilagay natin ang mga detalye. First time din naming madinig na may commitment for 5 years, under the LGUs, but there are some other details that we need now so we can talk about it in the Division Office. Q: From Allan: Under the ARMM, the new agreement of the Bangsamoro between MILF and government, saklaw ba ng framework ang autonomy? Paano na ang Teduray at Arumanen Manobo? A: This is just a framework and not yet an agreement. The system is an autonomous but we are coordinating with ARMM, and they have their own way to make it work. We have also to monitor how they resolve the issues, we need to get the document kailangan muna siyang ipadala.

Our recommendation is to recruit IP teachers who will fit the recommendations of the community. May i-allocate na sana na amount na hindi naman sila magiging kawawa at may compensation na specific na amount at hindi na kailangang maging item 1, under the Alternative Learning System. Q: From Felipe Lumiwes, Quirino Province. There is a DepEd Order regarding the salary of the teachers and the requirement for the opening of new schools, in preparatory schools--kumuha na kami ng requirements at nag comply kami at willing na pumunta, pero hanggang walang item, the government will not be including it in their budget items. Gumawa na din kami ng makeshift schools, ito ay ginawa ng community, mabuti na lang at may tiwala sa Assisi Foundation at hanggang ngayon ay nandiyan pa din ang commitment ng SB. They can allocate for a local school board fund but we cannot give you that after. Mayroon kayang review so we can do it for the area? The school annex, the nearest is about 15kms away. It s an annex of a barangay school.

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Indigenous Peoples Education Network Sa Pagbuo ng IP Network: Ano ang magiging ugnayan sa ibang network?

Presentation on the Process, History of the IP Ed Network Vision, Mission and Goals

Nagbuo ng isang adhoc committee, nagkaroon ng meeting sa Maynila at ito ang naging final result. Ito din ba ang gusto nating mangyari sa network na iyan?

Some recommendations in forming the IP Education network from the participants of LEAP: 1. Ano ang pangalan? What is the name? 2. Ano ang mga alituntunin? What are the rules and guidelines? 3. Sino ang maging kasapi? Who will be the members? 4. Sino ang secretariat? Who is the secretariat? 5. Paano ito ma sustain? How can you sustain it? 6. Ano ang relasyon sa ibat ibang network ng (ADFI, DepEd, SIKAT, EAP, SLT)? How is this related to the other networks— Assisi Development Foundation, Inc., Department of Education, SIKAT, Education Assistance Program and Schools of Living Tradition? - Yun sila ay may mga network, if they have their own network - Nagkaron ng ADHU commitment, if they have the ADHU commitment

Paano pa natin ito mas mapapaganda? As a coordinating body, there should be: 1. Advocacy 2. Resource mobilization 3. Capacity building 4. Research 5. Information sharing 6. Feedback mechanism 7. Partnership building and networking It should also bridge with the DepEd and other agencies involved in the network. It should also strengthen the partnership with the other educational institutions. There are private schools and learning centers with an IP Education Program. Kailangan ng balangkas para makasulong sa network, sa general assembly sa lahat ng miyembro sa network at katapat ng board ay yung mga council of elders, galing sa 7 ethnographic regions. Maaring 7 members and uupo sa council of elders para taun-taon na makasali sa ibat ibang committee: ADF, IPsEO (Chair and co-chair); Treasurer: Cartwheel Foundation, Inc.; Secretary: ECIP; at members na ang ibang kasapi. Ang magpopondo sa ngayon ay ang ADFI at DepEd. Para sa pagpaptakbo ng network na kailangang gagabayan. Ano ang qualifications? SIla ay kailangan na galing sa 7 ethnographic region. Knowledgeable, at sa bawat workshop, may element sa Vision, Mission and Goal at buuin at ibabalangkas ang mga salita sa paragraph. Serving as one voice enabling IP practitioners. Mag-ambag sa pagbuo ng mission vision statement, at dahil ito ay ipoproseso sa national assembly, the network need to present it during the general assembly.

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This has to be presented to your own community and you will be asked if you will need to do this. There should be a coordinative body and this means a constant communication among its members. 1. Pagsulong ng mga advocacy (for the advancement of the advocacy) 2. Paano matulungan ang ibat-ibang grupo na makuha ng resources at kakatulong din, (on how they can help the various groups to also get some resources and help themselves as well.) 3. Susi ng pagpapatuloy sa pagpaparal ng mga magtuturo (this is the key to the continuous education of the teachers) 4. Pagsasaliksik (research) - Magtulong paano magsaliksik ng IKSP (help on how to gather the Indigenous Knowledge Systems and Practices (IKSP) 5. Susi sa pagbabahagi ng mga kaalaman (it is key to information sharing) 6. Feedback mechanism - This is very similar to what you have been doing and if you have something that DepEd should know this is your bridge for the networking.


7. Pagpapatibay ng partnership (partnership building and networking) VISION: A community of IP education advocates and practitioners journeying together towards the IP’s self- determination through the advancement and promotion of transformative, culturally relevant and appropriate education. MISSION: Serving as one voice enabling practitioners, community schools and support groups through; - Capacity building - Research and information - Advocacy and lobbying - Resource mobilization and partnership building GOAL: To create an avenue for continuous learning, strengthening and weaving Indigenous knowledge systems and practices into the current trends in education.

Sino ang magiging member? Who will be the members? a. Private schools and learning centers (with IP Education program) b. Public schools and learning centers (with IP Education Program) c. Groups (NGOs,POs, IPOs, officers) (with direct and/or indirect support to IP Education d. Individuals (Advocating IP Education) We will need to have a structure. An organizational structure should also be included. The first general assembly will be on October 22, 2012 at the Dep Ed’s office. There will also be a series of meetings and therefore this will be something of a consultative process.

Workshop 4:

Consultation Activity on IP Ed Netowork Vision, Mission and Goals > IF YOU WANT any additions on the vision, mission and goals Write it on the Meta cards: Pink for the Vision, Yellow for the Mission, Green for the Goals and in one Manila paper, write any suggestions for the names in the network. You can include the nature of the organization, e.g., as coordinative in nature and it shall serve as an avenue for mutual help with the “Services and Cooperation Areas”. Services and Cooperation Areas: A.) Advocacy B.) Resource Mobilization C.) Capacity Building D.) Research E.) Information Sharing F.) Feedback Mechanism G.) Partnership-building

Day 3: Investing on New Paths for the Future

Initial Target Members: A.) Private Schools and Learning Centers (with IP education Program) B.) Public Schools and Learning Centers (with IP Education Program) C.) Groups(NGOs,Pos,LPOs,others) with Direct and/or Indirect Support to IP Education D.) Individuals-Advocating IP Education Suggested name of the Network: A.) Sentrong Ugnayan para sa Katutubong Edukasyon (SUKE) B.) Pambansang Ugnayan para sa Katutubong Edukasyon (PUKE) C.) Ugnayan para sa Katutubong Edukasyon (UKE) D.) Bukluran para sa Katutubong Edukasyon (BKE) E.) Indigenous Peoples Network (IPN)

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Advisory Council Qualifications: • A respected member of a particular ethnic-group • Knowledgeable and practicing IP values and Culture • Believes in the importance of Education in advancing their rights • Willingness to collaborate with other groups • Open to new Learnings • Endorsed by the community or tribe Board Members: 1.) Assisi Development Foundation Benjamin Abadiano (Chairperson) 2.) IP Ed Office DEP Ed Butch Rufino (Co-chair) 3.) Cartwheel-Veroche Tarabi (Treasurer) 4.) ECIP –Carol (secretary) 5.) Dumingag- Marigold 6.) NCIP-Pabs 7.) PAMANA KA-Sr.Tea 8.) NCIP-Manong Ipe Secretariat: 1. Assisi Development Foundation 2. Indigenous Peoples Education Office of the Department of Education 3. Cartwheel Foundation 4. Episcopal Commission on Indigenous People Sustainability Mechanism: ADF and IPsEO committed to fund some of the operating expenses of the network, for its long-term sustainability, the payment of the membership fee, which was suggested during LEAP III, will be adopted. Vision, Mission and Goals: Below is the draft of the VMG by the board members: Our Vision A community of IP education advocates and practitioners journeying together towards the indigenous Peoples’ self-determination through the advancement and promotion of transformative, culturally-relevant and appropriate education. Our Mission Serving as one voice in enabling IP education

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practitioners, community schools and support groups through: • Capacity building • Research and information • Advocacy and lobbying • Resource mobilization and partnership building Our Goal To create avenue for continuous learning, strengthening and weaving Indigenous knowledge, systems and practices into the current trends in education. COMMENTS FROM THE PARTICIPANTS: Good Practices (strategies, programs, systems, etc,) 1. Encourage LGU Support through ordinance to avail some financial assistance 2. Making proposals 3. Scholarships grants 4. Develop a culture and values-based curriculum (90%) 5. Participate in leadership trainings 6. Initiate modular learning 7. Enhanced learning capacity of the students: - Parents counterpart financial - Develop Learning materials that is IPbased - Learning farm-sustainability mechanism - Empowerment or promoting the leadership of tribal council - IP education class - Documentation of IP - Community service - Heritage Center Development - Handicrafts - IP integrated Curriculum Challenges: 1. Strengthen linkages from other agencies or organizations 2. Sustainability 3. Few IP teaching personnel 4. Undocumented stories of the tribe 5. Unavailability of resource materials 6. NCIPs counterpart to IP Initiatives/ activities 7. No guaranteed succession 8. Economic/livelihood stability of the tribe or community


9. Culture and value based curriculum 10. Strong linkages 11. Elders were the resource persons (supportive) 12. Outsourcing 13. Sustainability mechanism 14. Celebrations were initiated which ensures IKSP promotion 15. Realistic and community-based documentation 16. Traditional games were initiated 17. Training for teachers/facilitators 18. Love and appreciation of the culture 19. Strengthening community ownership and co-creation 20. Praxis-based (Practical Application) PLENARY REPORTING VISION Promote the indigenous knowledge, systems and practices/tradition Indigenous and self-reliance

Respect the sacredness of IP knowledge

21. Promote intercultural participation 22. Struggling to continue; moving forward 23. Recognized elders, expertise and wisdom 24. Encourage spirit of volunteerism and community participation, PAY IT FORWARD! RECOMMENDATIONS: 1. Majority of teachers should be IPs 2. Document the IKSP of the tribe 3. Develop Livelihood program for the school sustainability (handicrafts, delicacies, others, social entrepreneurship) 4. Continuing support from the LGUs 5. Encourage participation from out of school youths

MISSION

SUGGESTED NAME To promote public/ To promote and deepen Samahan private collaboration the traditional practices para sa Katutubong and knowledge of Edukasyon indigenous people (SKE) To promote the Indigenous To promote the indigenous peoples in indigenous knowledge People’s Network for all aspects especially in systems Peace and their cultures/tradition Development (IPPD) To maintain the value Isulong ang To enable IP and virtues of culture Sariling Atin practitioners and other support groups: (ISA) facilitate the capacity building for individual members, resource mobilization and networking including its documentation To address the IPs who The Gathering the IPs in Indigenous one society by teaching continues to practice Knowledge them about their culture their own culture (TIK)

A community of IP education advocates and practitioners; together in their journey towards the advancement and promotion of IKSPs. Qualitative and quantitative To guide the indigenous IP education peoples towards a unique education; and bring the voice of the indigenous people.

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GOAL

To serve as an instrument for continuous learning, by strengthening, and implementing the IP education as part of the educational system

National Indigenous People’s Association of the Philippines(NIPAP)

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VISION A community of IP education advocates and practitioners journeying together towards a self-determined IP’s through the advancement and promotion of a culturally transformed, relevant and appropriate educational system. To propagate and innovate a good, holistic and excellent quality education for the IPs

MISSION

GOAL

To create an avenue for Serving as a voice in enabling and mobilizing a continuous learning in strengthening IP education and weaving IKSP (indigenous knowledge and practices) into the current trends in education Publish the IP curriculum and other indigenous materials in the learning center

A balanced and relevant academic program to produce qualified IP graduates who can respond to the demands and challenges of the times Transform the IP’s into a culturally-competitive individual

Towards the cultivation of the Serving as one voice to enable the Indigenous Peoples’ own IP practitioners, culture community schools, and support groups through: capacity & partnership building, research and information dissemination; advocacy; lobbying, and resource mobilization Private and public To serve as a good role A community of IP partnership model in the society; to educators, sacrificing and continuously strengthen promoting the indigenous and develop the knowledge resulting to a indigenous knowledge better education systems and practices for the education of the IPs and their future generation A community of IP education Ensure socio-cultural advocates and practitioners participation from the working for the betterment grassroots of the IPs towards selfdetermination through a transformative, culturallyrelevant, life-long education, anchored on IKSP Leadership building For the strengthening of Indigenous People’s rights and self-determination For the IPs to proudly implement and strengthen their education

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SUGGESTED NAME Binhi ng Katutubong Edukasyon sa Pilipinas (BKEP)

The Indigenous People’s Development Program Network (IPDPN) Network Society of Indigenous People (NSOIP)

Ugnayan ng Katutubong Edukasyon (UKE)

Cultural Heritage Network (CHN)

Samahan ng Katutubong Nagkaisa sa IP Education (SKNIPE) Voice of the Indigenous Peoples’ Network (VIPN)


Workshop 5:

Kalindogan 2012 Unity Statement Plenary reporting on the Vision, Mission and Goals The presence of NCIP Commissioner Cosme Lamabayon was acknowledged and so with the elders from Bukidnon and the Bukidnon youth. A simultaneous workshops for the formulation of the Kalindogan Unity Statement was announced and this includes the separate consultation of all those hailing from Bukidnon—the 8 tribes—for the Luyungan Plan located in the former Summer Institute of Linguistics compound in Nasuli, Bukidnon. The grouping is based on their sectoral representation: a. Youth b. Elders c. IPED d. DepEd

The workshop provides the venue and the quorum for the participants to air their rights and so they can be heard and documented for a Unity Statement—which shall serve as the consensus and collective idea of the IP representatives and shall also embody what the IPs would want in their initial plans and on how they want their education to take shape at present time. The statement shall include the issues, the recommendations and thematic action points. It will also include recommendations from the teachers and the elders, the teaching processes, solutions to the issues, and those related to the building of infrastructures, the IKSPs and some of the recommendations from the Civil Society Organizations. The criteria in choosing a recommendation—should be Doable and Attainable. We should also consider the current realities and issues that the IPs may need to face and this should be done not just in writing but also in its implementation.

IP Education Sector Challenges

Recommendation 1.2 Maayos na pagscreen ng italaga IP desk ayon sa criteria: IP na qualified feedback edukasyon para di bias, endorsement ng community. 2.1 Special consideration sa school site and facilities. 2.2 Special item for IP teachers 2.3 Separated sa regular criteria 2.4 Special criteria for promotion of IP teacher including cultural literacy. 3.1 Special assistance funding for IP students taking –up basic education/more slots in NCIP and CHED. 3.2 Create college post graduate and specialize education 3.3 Continuing in service training on culture sensitivity(DepEd and Ched and Private schools

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KABATAAN SECTOR Hamon Rekomendasyon Pag-implement ng Polisiya ng DepEd Paglaan ng panahon DepEd monitoring visit to the far flag areas(DepEd) Mga Guro Lack of cultural orientation and cultural awareness for IP teachers Nahihirapan ang mga IP teachers na pumasa sa Special LET for the IP graduate LET • with the integration of IKSP in the questionnaires. Tinatakot ang mga students (verbal & physical Strict monitoring on the implementation of violence) Child Protection Policy (CPP) Pamamaraan sa Pagtuturo Kulang ang direct application ng certain topic

Mga Mag-aaral lack of values formation and leadership training

Actual application on the skills program (handicrafts making, agri. &etc.) (teachers) Resourceful sa paggamit ng IP materials within the community to enhance and feel IP Education. (teachers)

Conduct values formation/leadership training (school admin., teachers, DepEd) Mabagal ang pagkatuto dahil kulang sa exposure Special tutorial, remedial classes ( DepEd, CSO, Community) Increase number of drop outs due to too much Minimize contributions & other fees( DepEd/ contribution & other fees. teachers, CHED) • Lack of support from parents • Poverty • Family problem • Family composition (many children) • Early marriage • Physical & mental disabilities Mga Eskwelahan at Kagamitan Kulang ng development ang mga schools at kulang ng mga kagamitan (upuan at other facilities) Katutubong kaalaman Magkaroon ng subject na tatalakayin ang kultura at e-integrate ito sa ibang asignatura ( DepEd, CHED) Palakasin ang research documentation sa IKSP ng tribo ( students, elders, researchers,& community) Pamamahala ng Eskwelahan NAT Assessment ( if it is really applicable in Prioritizing school popularity than the students learning capacity ( NAT- giving answer key just schools with IP learners ( DepEd) to gain high rating

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DEPED SECTOR Hamon Recommendation Pag-implement Sa Polisiya Ng DepEd 1.1 pag-orient sa mga DepEd officials (local levels) 1. Kulang ng orientation ng DepEd mga teachers sa DO no. 62. 2011 officials sa Division at Regional Levels at mga teachers sa DO no. 62 s. 2011 1.2 ensure the implementation of DO no. 62 s. 2011 1.3 Criteria for selection process sa pagpili and participation ng mga IP’s. 1.4 paggawa ng IP desk/office sa DepEd sa regional at division at district level. Separate IP desk for (1) elementary and (1) for the high school). 2.1 review and lessen recognition/ accreditation, 2. Bureaucratic requirements para sa application and turn over requirements of IP school accreditation, application at turn Schools (DepEd-another statement) over ng IP Schools

Mga Guro 3. kulang IP teachers (esp LET passers)

2.2 Government/ DepEd to provide funding windows for the IP Schools (DepEd/ Prime). 3.1 pagprioritize at pagrecruit ng IP teachers (DepEd) 3.2 suportahan ang pag-aaral ng mga IPs sa college laong lalo na para sa kursong education (DepEd/Prime) 3.3 profiling/ data base

4. kulang ang community immersion ang 4.1 Pagpapalalim sa pagpakilalala ng cultural mga non IP teachers identity ng guro (DepEd/CSOs) 4.2 Teachers on going formation and training (DepEd/ CSOs) 5.1 pantay pantay na pagtingin sa mga bata 5. Non equal treatment/ discrimination/ ayon sa relihiyon, race at katayuan sa buhay pag-harass ng IP students kahit na may DepEd Order No. 62; may bias (teachers) ang ibang government agencies 5.2 DO.40 s. 2012 6.1 palakasin at pagkilala sa pamayanan at iba 6. Absenteeism ng mga guro na pang stakeholders (CSOs) bilang katuwang sa nagtuturo sa mga malalayong IP areas; pagmonitor sa paaralan (DepEd) hindi handa ang mga non- IP teachers (partnership) na umakyat sa mga IP areas. 6.2 kumuha ng mga community volunteers na teachers aid (DepEd) Pamamaraan sa Pagturo 7.1 Pagiging sensitibo ng guro sa damdamin ng 7. Hindi angkop, culture sensitive, mga tinuturuan (teachers) empowering (top-down approach) at hindi batay sa buhay ang nilalaman at 7.2 Integrate IPRA sa pagtuturo (DepEd/CSOs) - Value based culture sensitive metodolohiya ng pagtuturo ng mga - IKSP (curriculum) teachers; oriented para sa pagtrabaho - Consistent in the community exposure of sa labas at hindi sa paglago ng tao at komunidad. teachers 8. Pagtuturo sa ingles na hindi 8.1 Kailangan pag-aralan ng non- IP teachers ang maintindihan lalo na sa mababang mother tongue ng mga mag-aaral (teachers/ antas ng paaralan ; hindi makaintindi DepEd) at makasalita sa mga lingwahe ng mga - Hiring of IP teachers katutubo

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Hamon

DEPED SECTOR

Mga mag-aaral 9. Nagkaroon ng “inferiority complex” at takot ang mga IP students dahil sa mga panlalait

Mga Eskwelahan at iba pang mga gamit sa Pagaaral 10. malayo ang eskwelahan 11. kulang ang mga learning materials dahil kulang sa research at budget school facilities,

Recommendation

9.1 empower younger generations and increase self esteem (DepEd/CSOs/community) - leadership training - calendar of activities for the IP month celebration to the school level and DepEd wide level 9.1 mas malakas na representasyon ng mga katutubong mag-aaral sa students council (students) 9.2 pagbuo ng mga IP youth organizations sa loon ng mga paaralan (students/community) 9.3 pagdiriwang ng oktubre bilang buwan ng mga katutubo at mag-organisa ng mga Gawain na magpapalawak at pagpapalalim sa kamalayan at pagkilala sa mga katutubo, ang kanilang kasarinlan, kultura, karapatan at mga isyu at hamon na hinaharap (community) 10.1 pagtatayo ng mga malalapit ng eskwelahan (DepEd) 11.1 pagkaroon ng mga malalapit ng eskwelahan (DepEd) 11.2 pagkaroon ng learning materials na angkop sa kultura (DepEd/CSOs)

Katutubong Kaalaman 12.1 magkaroon ng pool of resource persons/ 12. nalimutan na ng mga kabataang teacher (elders etc.) para sa pagturo ng IKSP katutubo ang kanilang sariling kuktura, kung minsan ikinahihiya pa (DepEd) ito; kulang ng IKSP teachers at kulang 12.2 pagsagawa ng mga ritwal at katutubong ng pagpractice ng IKSP celebration kasama ang mga kabataan at mag-aaral (community) - calendar of activities for the IP month celebration to the school level and DepEd wide level Establishing IKSP – heritage center Pamamahala ng Eskwelahan 13. kulang representation ng IP parents 13.1 mag-organisa ng mga “functional na school sa school governance at sa PTA governance councils; at para sa mga eskwelahan na may IP at non- IP siguruhin ang malakas na representation ng mga katutubo (DepEd/CSO) Recognition of the IP community in the school management

DepEd representatives for styling committee: Sir Joven Malida, Rodoleo C. Espiritu, Maam Marygold

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• • • •

ELDERS’ SECTOR Challenges Recommendation (phrase positively) hangad naming • Makipag-ugnayan isama ang mga IPOs sa arwa ang culture sensitive … sa mga konsultasyon, Gawain ng DepEd Oriented/ nakatuon sa paglago ng 1.1 Ang depinisyon sana ng “localization tao at komunidad at hindi lang sa policy” ng DepEd ay batay sa espesipikong pagkuha ng trabaho sa labas lokasyon ng paaralan, hindi sa munisipyong The person manning the IP desk kinabibilangan nito should be an IP at least by heart if 1.2 Kinikilala namin na kailangan lahat ng guro ay not by blood pasok sa minimum qualification standards. Ang pamayanan ay gagawin ang Mahalaga rin sa amin ang kapasidad at galing lahat ng abot kaya nito upang ng guro ngunit sa pagpili ng mga guro para maitaguyod ang katutubong sa aming komunidad, higit na mahalaga edukasyon ng mga bata sa sa amin ang magkaroon ng mga gurong pamayanan, kabilang na ang: nakaugat sa aming buhay at kultura paglalaan ng lugar para sa paaralan, 7.1 damdamin > kultura, paniniwala, tradisyon at iba pagbibigay ng panahon, lakas, at pa. tulong sa mga proyekto at Gawain 7.2 isama ang IKSP at iba pa 8.1 ipinapaalala namin ang aming mithiin at pangangailangan para sa mga gurong nakaugat sa kultura at buhay ng pamayanan 9.1 i-enhance / nurture ang love of their culture and Indigenous identity 9.2 alisin 9.3 hikayatin, kilalanin at suportahan ang kabataan na bumuo ng mga IP organization sa paaralan 12.1 sa bawat paaralan 13.1 malakas > matatag

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Workshop 5:

Consultation on the Proposed High School Education Program for the Eight Tribes in Bukidnon VENUE: Pamulaan Audio-Visual Room The participants introduced themselves and identified their tribes from among the 8 tribes of Bukidnon. Mr. Abadiano explained why they separated from the group forming the Unity Statement and the need to discuss the proposed high school education located in Nasuli, Bukidnon. Nasuli was previously maintained by SIL (SUMMER INSTITUTE OF LINGUISTICS) where it served as a language research agency worldwide, building their capacity for a sustainable language development through research—specializing in the translation of the Bible into different languages, training and materials development. After the WWII, they have been operating all over the Philippines. They have a big property in Bagabag, Nueva Ecija in Luzon and when the DepEd Team and Mr. Abadiano first visited the area, they were surprised by how large it was and that they have many facilities inside in the compound— they even have abandoned aeroplanes. SIL also maintained a property in Nasuli, Bukidnon and it has since been turned-over to the DepEd. During the initial consultations with Bro. Armin Luistro, the Secretary of DepEd, Mr.

Abadiano was asked to make a program for the DepEd. Bagabag is a 40-hectare facility detached from the nearby IP communities. During that time, ADFI needed to visit Cagayan Province as there was an existing water system and school facility that they needed to turn-over, and they happened to pass by Nasuli in Bukidnon. They were astounded by what they have discovered. The facility is an ideal place for the IPs in Bukidnon and for an educational institution to be rebuilt. When other people saw the place, they expressed interest in the area and some would even send emails to Mr. Abadiano. There were even “serendipitous’ moments where people that had been involved in Nasuli, the American personnel who has served in the facility mentioned to Mr. Abadiano about the topography and elevation of the place should be considered for future planning—as there is a portion that gets flooded from time to time from a mere heavy downpour. Mr. Abadiano noted this and so the planning for the whole facility will be designed according to all the considerations mentioned and from the inputs of other people. The output of the consultation is the following:

Proposed High School Education Program for the Eight (8) Tribes in Bukidnon SCHOOL NAME LOGO MOTTO “Education for selfThe logo depicts the programs The name LUYUNGAN is a reliance and community Manobo term meaning seedbed approach to learning which is the idea stresses the programs, integrative and holistic, one that service” develops the peoples, faculties and commitment to root the development of the Indigenous abilities to the fullest. People Education in the realities of their own culture, needs and Development is grounded, holistic and complete. The leaves symbolize aspirations in life. 5 major aspect of human life: social, political, economic, cultural, psycho – spiritual which the program hopes to develop in each of the trainees. The circle represents the bigger society where the trainees go back and play vital roles towards building a just humane Filipino society. These same concepts are carried out in its motto. 58


Learning Pathways LEADERSHIP & VALUES FORMATION IP core values system • Languages is the foundation • Mathematics for the lumad self • Environmental renewal and social • Socio-sciences • Field which foster transformation toward building a community creativity • Critical analysis of faith, justice and love. • Responsible judgment GENERAL KNOWLEDGE

SOCIO-CULTURAL & POLITICAL DEVELOPMENT Socio-political matters which raise people’s consciousness leading to cooperation, solidarity and collective effort in achieving their common goals.

TECHNICAL SKILL & DEVELOPMENT Consist of: • Community organizing • Cooperative development • Rural health • Para- legal • Agriculture • Reforestation • Managing resource • Food processing • Animal husbandry • Wood works • Handicrafts • others

Addition to Learning Pathways LEADERSHIP GENERAL AND VALUES KNOWLEDGE FORMATION • IP Teachers • Resource Persons/ Elders / Experts • IP Roots Development

SOCIO-CULTURAL TECHNICAL SKILLS AND POLITICAL DEVELOPMENT DEVELOPMENT Group 1 • IP’s Celebrations • Cultural Workshop • Exhibit • Outreach Program • Community Immersion • Clean Up Drive

Spirit of Languages: English, Tagalog and Language Volunteerism of 8 Tribes IKSP-Health, Music, Arts Cultural Awareness IP Rights Intro to Computer Technology (ICT) Conflict Resolution History (Culture of IPs) Philosophy of the 8 tribes, IP Music and Arts Research and Documentation (Scientific/social) Computer subject English Subject IP Cultural Life (Justice System, Rituals, Beliefs) Sex Education

Day 3: Investing on New Paths for the Future

Group 2 Self-Governance and Empowerment

Group 3 IP Justice System, (IPRA LAW)

Sustainability of Resources: marketing and recyclables

Technology and Home Economics (THE): Rice wine, IP Cuisine; Embroidery Sewing Weaving Beads Making Agriculture: Rice Fields, Fish Pond and VermiComposting Herbal Medicines

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LEADERSHIP AND VALUES FORMATION

GENERAL KNOWLEDGE Integration of Tribal Languages

Sense of compassion Indigenous Spirituality

SOCIO-CULTURAL AND POLITICAL DEVELOPMENT Group 4 Local Heroes History of Bukidnon Traditional Justice System

FORMAL ALTERNATIVES Environmental and Resource Management Research and Documentation of IP Life and Culture Capacity Building Social Enterprise Development

TECHNICAL SKILLS DEVELOPMENT Metal crafts: Agricultural tools Organic agriculture Indigenous: Farming Practices, Computer Literacy

COMPONENTS Disaster Preparedness Recycling Ecological Preservation Climate Change Traditional way of courtship and marriage Training for Elders Traditional healing practices

Multi-Cultural Orientation Culmination of the 8 Tribes Traditional food processing and marketing

Deepening & Synthesis We need a data bank consisting of information collected from research for IKSPs and to preserve and document them. How may we do this? We shall make a strategic proposal so we can achieve our goals and we should not be contented that everything is just a wish for all of us. Consider how we can sustain the food of the students and before we even begin, how do we start doing a curriculum as a teaching guide? The year 2014 is the start of the bridging program and this should be done before the enrollment. There was a suggestion from Ms. Surlita Sumugat of USeP – that even before the bridging program, there should be a diagnosis of the weaknesses of the students and be able to determine who are qualified (kinsa ang dawaton?)

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A qualifying exam and a screening program should be in place so that the students will be prepared before they consider coming to school for secondary education. After 5 years, DepEd will be in charge of the program and they will be able to sustain the school. As the project is a direct national program, Ms. Sumugat also felt the need that there should be someone from the DepEd to focus and monitor Nasuli and that there should be some degree of flexibility from the teachers who will eventually be assigned in the area. Commissioner Lambayon also suggested that a MOA should be in place as well.


It was mentioned that a DepEd lawyer has provided for this and that there should be a mix of all the teachers who will eventually teach in Nasuli. The experience should be enriched as well as mechanisms for check and balance. There was also a suggestion that since the students are of the marrying age in an IP community during high school, a subject on Sex Education is recommended— this is an important part of their education as a fully evolving human being. Mr. Mark Brazil commented on the potential source of chairs for the classrooms—the confiscated logs that can be donated to the DedEd to lessen the expenses. We can ask the help of the BTFFI Bukidnon and the Forest Inc. and the New Zealand government. Everybody seemed excited of this coming new, basic and needed development in the area.

Solidarity Night A series of presentations of indigenous dance and songs from the participating groups/ individuals.

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Conference High

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lights

Day

4

Celebration of Commitment

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Day 4:

Celebration

of Commitment

P

resentation of the proposed high school program for the 8 tribes of Bukidnon

• LUYUNGAN is a Manobo term meaning seedbed. The idea stresses the program’s commitment to root the development of the indigenous people in the realities of their own culture, needs and aspirations in life. • The LOGO depicts the program’s approach to learning which is integrative and holistic, that seeks to develop the people’s faculties and abilities to the fullest. • Development is grounded, holistic and complete. The leaves symbolize the five major aspects of human life: social, political, economic, cultural, and psychospiritual, which the program hopes to develop in each of the trainees. The circle represents the bigger society where the trainees go back and play vital roles towards building a just and humane Filipino society. Background & Rationale • There are around 14 million Indigenous Peoples (IPs) in the Philippines, most of whom are in Mindanao. • The eight tribes in the province of

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Bukidnon namely: Talaandig, Bukidnon, Higaunon, Tigwahanon, Matigsalog, Umayamnon, Manobo and Pulangihon are amongst those who have little or no access to a culturally-sensitive, appropriate and relevant education. It is their right, both God-given and by law, as a people to receive basic social services, including education both formal and alternative forms of education. Existing formal educational system has made very little impact on the lives of the indigenous children and youth. There is now a need to bring out and articulate by the IPs themselves their desired educational system. It is a kind of education that supports the IPs basic rights over their land/ ancestral domain; right to practice their cultures and traditions; and right to self-determination. They should enjoy the freedom to define the kind of education that is relevant to their particular contexts, needs and aspirations. At present, there is only a few number of schools recognized and accredited by the DepEd giving basic education to the IPs. These schools currently offer the fruit of their continuous efforts to provide a culturally-sensitive, relevant and appropriate primary and secondary education.


• However, these schools cannot cater to the large number of IP students, especially in Bukidnon. Thus, they have no choice but to go to any existing public or private schools wherein they face an entirely new culture. • In the process, they experience difficulties in all levels (personally, culturally and academically). Some of which are: • Difficulty in adjusting to new environment; • Pressure in coping with new demands and lifestyles; • Loss of identity and culture in the modern world; • Need to balance culture and diversity with development; • Marginalization; • Threat of influences of/clash with western society and modern technology. • In response to the above-mentioned problems, it was recommended that the IPs should have a say in coming up with their own educational system that should include basic problems and challenges they continually face in their community like peace and order, insecurity and threat to their survival, values systems, poverty and environmental degradation. Special Features of the Program: • General Knowledge – It includes Languages, Mathematics, Environmental and Social Sciences, and other fields which foster creativity, critical analysis and responsible judgment.

• Leadership Values Formation – IP core values system is the foundation for the Lumad self-renewal and social transformation towards building a community of faith, justice and love. • Socio-cultural and Political Development • Socio-political matters which raise people’s consciousness leading to cooperation, solidarity, and collective effort in achieving their common goals. • Technical Skills Development • Consist of community organizing, cooperative development, rural health, para-legal, agriculture, reforestation, managing resources, food processing, animal husbandry, wood works, handicrafts and other related fields needed for the people’s total development. Components: 1. Formal and Alternative Education 2. Environmental and Resource Management 3. Research and Documentation on IP Life and Culture 4. Capability Building Organizational Partners and Roles: 1. DepEd – co-lead 2. Assisi Dev’t Foundation – co-lead 3. Pamulaan – co-lead 4. The Eight Tribes of Bukidnon – Council of Elders/Advisers After the Unity Statement was finalized, guest speakers were acknowledged and invited to speak.

Keynote Address

Ms. Trisha Gray

First Secretary, Australian Embassy

Representatives from civil society organizations, community members, leaders and elders Colleagues from universities and from DepEd, schools, teachers, students, parents

Day 4: Celebrating of Commitments

And of course our youth leaders. Magandang umaga po sa inyong lahat. My name is Trisha Gray, First Secretary at the Australian Embassy working for the Australian Aid Program.

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On behalf of the Australian Ambassador to the Philippines, thank you for inviting me to be with you here at this final day of Kalindogan 2012 Indigenous Young Leaders Congress – and the Celebration of Commitment. Thank you to all involved in organizing and sponsoring Kalindogan 2012 - the Asia Foundation and Assisi Development Foundation in collaboration with the Pamulaan Center for Indigenous Peoples Education, the University of Southeastern Philippines, the Department of Education, the National Commission on Indigenous Peoples, and various Indigenous Community Schools in the country. The theme of this year’s Congress Indigenous Education: Ensuring A Sustainable Future for the Indigenous Peoples reminds us of the importance of Education for All. Education that is relevant and accessible and empowers children, youth and adults to realize their rights, achieve their goals and to contribute to the development of their family, community and society in accordance with their culture and tradition. There are particular challenges in providing access to a relevant and quality education for indigenous children in the Philippines. But it is an important objective shared by all of us here. It is an important aspect of the Australian Aid Program’s support to education in the Philippines. We have a large program in the education sector – partnering with DepEd and with other players - and a commitment for many years to supporting indigenous education, starting here in Mindanao through the BEAM program and more recently and more broadly throughout the country through the PRIME program – for Indigenous and Muslim education. These programs work with DepEd as well as civil society partners. I’m pleased to note the support for this Congress from the Coalitions For Change program funded by Australia through The Asia Foundation and working with many, many civil society partners, including Assisi Foundation, which is a partner of Asia Foundation and of PRIME. It’s nice to see colleagues here today. DepEd has shown its commitment to providing relevant and quality education

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in the signing of the National IP Education Policy Framework on August 8, 2011. I think that all of us do realize that such policy frameworks can only produce an educational system that is truly inclusive and respectful of the diversity of learners, when it INCLUDES those learners, their families, communities, leaders, at every stage in the planning and implementation. I know that DepEd is fully appreciative of this because such sentiments are contained in DepEd Order No. 62 on the IP policy framework. It is also in line with the intentions of the IPRA which contains sections relating to education and says in Section 31 “The State shall ensure participation of appropriate indigenous leaders in the schools, communities and intergenerational cooperative undertakings…. to promote and enhance their distinctive heritage and values.” Kalindogan represents the spirit of this and I hope ultimately in a very practical way and not only symbolically. I know that you have some very concrete outcomes intended from this Congress in the form of Recommendations and Action Planning. Of course this spirit of participation and cooperation in education applies to all learners and not just indigenous learners. In recognition of this DepEd has recently crafted the ACESS framework “A Community and Child-Centered Education System”. But extra challenges can exist in implementing this for those who are most vulnerable and those learners and communities that the dominant system needs to understand better in order to provide an appropriate education. Unfortunately, in many countries including my own, Australia, indigenous children do suffer educational disadvantage. In the Philippines education indicators for Indigenous Peoples’ children are concerned – show higher dropout rates, poor participation rates, lower completion rates and test achievement scores. Although accurate data is limited, we know that perhaps as many as 50 per cent of Indigenous Peoples’ children do not complete elementary school. Applying the Philippine Government’s basic education reforms and improvements to all Filipino children, including those from


Indigenous communities, will be essential to the Philippines in reaching its goals of Education for All and the Millennium Development Goal of universal primary education. Australia has experience of the challenges involved in bringing a quality education to all children-whatever their ethnic, cultural or religious background. But no one can claim any certain answers to these challenges, which can be so varied. This is why it’s so important to meet together in forums such as this to discuss, share and learn about the efforts you are taking, individually and as a network – about what can work. In this context we can see how crucial the theme is for the Kalindogan 2012 on advocating the recognition and promotion of IP Education. This Congress, through its sharing of good practice and real commitment to collaborative partnerships, to investing in empowering youth, communities, leaders and educators can make such an important contribution.

Education, when done in a meaningful way, where communities and leaders are engaged, can play a big role in strengthening the capacities of the Indigenous learners, and in strengthening the cultural integrity and the sustainable development opportunities for indigenous peoples. The Australian aid program is very proud to be a partner with you in our small way as we strive to improve indigenous education in the Philippines. Thank you again for inviting me to the closing day of Kalindogan to celebrate and harness the vibrant culture, knowledge achievements and potential that exist within Indigenous communities and their young leaders. Working together, we CAN find sustainable solutions to achieving a quality education for ALL Filipino learners. I wish you every success in the future. Mabuhay and maraming salamat po.

Keynote Address

Mr. Steven Rood

Country Rep., The Asia Foundation

Mr. Rood is the Asia Foundation’s Country Representative for the Philippines and Pacific Island Nations. In his concurrent role as Regional Advisor for Local Governance, he helped build local government, decentralization and municipal government programs throughout the region. He has also been a consultant to both government and non- government organizations and has served as Professor of Political science at the University of the Philippines College Baguio, from 1981 until joining the Asia Foundation in 1999. He is the only foreign faculty member with tenure in the University of the Philippines System.

Day 4: Celebrating of Commitments

When I was a Research Director in UP Baguio, may mga isinulat noon ng mga tungkol sa katutubo sa Mindanao pero ngayon bilang representante ng The Asia Foundation, mas nakasentro ngayon sa MILF at GPH ang aming mga gawain. May international contact group for Peace Talks na naatasan at sa ngayon, ako ay palaging nasa eroplano, minsan nasa Kuala Lumpur, balik punta balik, we are in the room and we are listening, sometimes we are the ones being spoken to but that is not very often. I very much believe what this peace framework is all about, it was talked about initially in Singapore; and so I am going to talk about it in English for a while. The framework agreement was signed and did you see me on TV? Hindi maayos ang

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buhok and what was signed there was just a beginning of a road map, there will be a transition commission to be created by the President: 15 Moro, and 7 government; 8 MILF and the Chairman of the MILF, to draft a basic law about the Bangsamoro, there was around 2 years doing that and in 2015, a draft will be given to the Congress. By 2015, kapag nakapass na ang law sa kongreso, dapat may plebisito, sa territory naman ng ARMM at kasama na din ang Cotabato City. They are surrounded by ARMM and other barangay in North Cotabato, and draw the ARMM and ang bilang noon ay 39, there are 39 that might join and lahat ng bahagi nito, they have a choice. Sulu, Tawi Tawi and the heartland of the MILF. And assuming this is passed there is a new Bangsamoro for 2015. They will be appointed as MILF representatives in running that Bangsamoro, but when the President steps down in 2016, there will be normal elections. But if natalo ang MILF, the idea will change and that will end the problem of the President and the

closure on CPLA, and they want to do with the MILF, where is the lumad doon. There are 2 parts of the framework that refers to them, about the justice system of the indigenous rights of the people, the Bangsamoro Justice System and the indigenous processing of the new revolution; and then there is a statement there that the IP rights shall be respected, but may reference to the UNDRIP and agreed by the MILF; and expect the existing property in taking the rights of the people UNDRIP and as a principle, the IPs inhabit particular units and should enjoy equal rights that should be enjoined by others, in addition to the economic and multi-lateral rights and the property rights, including the historical and community tradition. The material and GPH agreement should also address the rights of the lumads, they should be consulted in the agreement and so I am here to say, and will forward the IP participation in the next couple of years. Thank you.

Keynote Address

Atty. Alberto Muyot

Undersecretary, Department of Education

Good morning to my friends whom I have been working with for a very, very long time although I just talked to Trisha and talked to her this morning and familiar with the work that we do with DepEd and the Aus AID, basically on the EFA—specifically on the indigenous peoples’ education framework. Magkapit-bahay pa din kami up to this time and I have known him for a long time. And of course to Manang—parang nanay ko na rin at nakasama ko na for almost 20 years when I joined the peace talks. Ang iniisip ko, kung ano pa ang pwede ko pang idiscuss, may advance copy na ako of the declaration.

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Ang inyong nagkakaisang pahayag ukol sa edukasyon, akala ko ba ay naipresent na ito ni Pio kanina. Ang inyong nagkakaisang pahayag, pinacheck na ito kanina at kung ano dito ang mga ginagawa na; at ang iba pa sa inyong nailista. Daanan ko na din po ngayon isa-isa para malinaw na. Para na din hindi tayo magtataka kung papakinggan ng DepEd, naisip ko na aksyonan na ito habang naghihintay kanina. Tungkol sa IP education policy framework, si Butch Rufino ay maaring magkaroon na kahalintulad na ahensya sa regional at division level, sa lahat na din siguro ng mga areas na may IP, ating ipapatupad ang IP Education Policy Framework. Ngunit kailangang kumbinsihin ang mga gagawin pa upang maisapuso sa DepEd. Mula sa itaas,


hangang sa ibaba, ang inyong hinihiling na Desk Officer sa Regional Division Office, this is part of the planning of the IP education in a national assembly--after madesignate, para sa parehong pagkakaunawa natin sa mga polisiya, mga pagrepaso sa requirements sa IP schools. Pati na kay Congressman Teddy Baguilat, ito ang isa sa aking ipina-pa aprubahan ng Secretary sa manual on formulation of IP schools. Lalagyan ng provision, not applicable for IP schools. Magkaroon ng separate standard for IP schools, including the permits, and curriculum—and develop ng isang mas angkop na IP curriculum. Magkaroon sana ng amendment ng isang chapter on IP school, magkaisa kung ano ang standards at ma-approve ng Secretary. As reasonable regulation to form IP schools. Para na din makapag bukas ng mas maraming IP schools, na privately funded. Ang kasunod na issue ay tungkol sa mga guro at pagtuturo at pagbibigay ng prioridad sa mga guro. Allocation for items for IP teachers and hini-jack daw ang Congressman kundi dapat mahirap na IP teachers. Hindi sapat na umasa tayo na may makapasa and then bigyan natin ng item. Hikayatin natin ang mga kabataan at kumuha ng corresponding support sa CHED at NCIP and the program ay hindi na lamang mag assimilate as a secondary and elementary education. If may IP teachers, may kurso sa college as BSEd ay angkop for IP education and work with the PRC and for the full standard. If we use the regular standards and this is appropriate to give as a licensure sa examination and the purpose of the graduates of the course. This is not easy because DepEd accepts those who have already received it, magkaroon ng BS Secondary Education na angkop sa IP Education. A timeline on how we can do it should be done, and the step by step structure on our continuing dialogue. If we can do it step by step, including the training of the teachers. We are doing the malawakan training sa Bagabag—sa SIL training center for teachers who are teaching in IP schools. Sa Nasuli, if paano magagamit, and also I want to work with Ben Abadiano, so the in-service training for those who are hired in IP schools, sa pagkuha ng volunteer and para-teachers and those. And what is the angkop na rate sa IP teachers, not like kindergarten

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teachers--mas mahaba ang teaching hours. Saan makakakuha at ano ang standard for volunteer teachers. Ano ang expected output sa pagtuturo at standards sa curriculum, sa value-based and culture-centered curriculum, pati na ang enhanced basic education curriculum. We have different representatives from the various inputs of the curriculum. Yung galing sa elders ay magkaroon din sa discussion on the inputs in the curriculum and ano ang dapat nating ilalagay sa curriculum and history and the tradition of the IPs. On the adjudication level, ma-localize and pagtuturo at mga materials for the development of then localized materials and this is like a transition. And this is enhanced basic education curriculum and I am encouraging ang principals natin. Usong uso na sa sistema, kung hindi bawal, pwede kayong mag-experiment, kaya pinapatingnan natin ito, is to be able to tell our school heads and principals and our directors na, “sige, pwede ninyong gawin na pwedeng gawin, the leeway to experiment, sa paggamit ng wika, may malalaking issues; 8 naging 12 na wika,” iyan lang ang at the moment na may ortograpiya, we have assigned certain regions and alam naming na mas marami pang wika na dapat gamitin as mother tongue. There are divisions in their own initiative other than the rest. And para sa mga Ifugao sa Cordi, advanced na sila and they have they own orthography under the division level. On their own gumawa na sila. We hope that as time goes on, mas maraming orthography na magawa. Ang wika ay nagdadala din ng wikang cultural, multi-lingual education and to further promote the localized culture and the different cultures in the grassroots development, area as a vehicle and once the system is in place, we encourage them to be fully integrated, sa enhancement of basic curriculum—full opportunity at the school level na maintegrate sa culture sa curriculum na iyon. Palakasin ang tiwala sa sarili ng mag aaral, ang mga youth organization and not only this but do away with discrimination based on ethnicity. And one of the strategies to address the issue of discrimination and the rights of the child, to participate and in all kinds of avoidance on any kind of exploitation. And ensuring ang lahat ng karapatan ng magaaral tungkol sa pagpapatayo ng eskwelahan at kagamitan. Ngayon, parang usually, it

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was because of the initiative of someone at hanapin at doon magtayo ng eskwelahan. Mukhang DepEd pa ang nagpapahirap sa Palawan, perhaps a deed of donation and other requirements for the IP schools and also hose with private organizations. At sa structure mismo na ayaw ng engineers ng proposed structure, na gawa sa hollow blocks and yero. At what is appropriate in the area can be adapted. Sa kultura, palaganapin ang Schools of Living Tradition, the NCCA, sabihin ninyo sa akin para mabisita ko, may mga models na pwedeng gawin sa Mindanao. We have 37 Schools of Living Tradition sa mga paaralan and part of regular activity sa paaralan and if that is so, walang cost na dapat, kapag nailipat na sa paaralan ang talino. Magkaroon ng IP month, magkaroon ng program of activities, one month activities and sana magtulungan tayo organizing committee with Butch, hindi daw sila nakakatulog pulos stress. We need a good program starting next year. On rituals: gusto kong iwasan na maging competition ang mga ritual na pang touristic purposes; na di naman kailangan at talagang make sure na magiging pang contest lamang kung ano yon at kung bakit mahalaga ito sa kanya. On Heritage Centers sa mga paaralan, if IP schools dapat may standards. Ito ang dapat na itayo natin at clusters na kung saan tayo may Heritage Corner kung ano pa man ang mga angkop na makita ng mga kabataan , kung ano ang kanilang heritage , not only in schools, pati na ang Community Heritage Center, magkaroon espasyo sa loob ng eskwelahan. On no. 23, the mandatory representation ng mga guro sa School Governance Council,

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dapat talaga meron but the community is usually barangay. Let us point on this to make sure the representations of an IP community sa local government structure and the stakeholders, magkakaugnay-ugnay ang mag stakeholders; and schools as stakeholders of the schools. And as part of the community-palawakin natin. Dapat lahat ng principals natin ay actively involved. Involved sa local structures dahil hindi sila iniimbitahan, dapat kayo ay magpa-imbita to make sure the school is part of the community. May memo na dapat sila ay maimbita. The school is part of the network in the community. May pondo for IP Education. Hahatiin natin mga 2,000 pesos each. Gagamitin ang pondo para sa mga kailangang gawin sa in-service training ng teachers. Kung ang kulang ay electronic data base, maari nating gamitin ito. Hindi gagamitin as MOOE, masyadong maliit. Try to find out how we can support and what are the specific support they need. Mahirap basta hatiin ang pondo. I thank Trisha and for the PRIME, paano ma-identify na schools and consider expanding and leave it to your successor. Sana ang papalit ay ganoon ding ka-generous, municipal and development plan for the IP education and the superintendent sa local school board. And take the initiative and please use whatever alternative means are available to you and support the IP education sa Local Development Plan and Investment Plan. We are already doing some of them. I also consider those annual work plan para mailagay and mai-progam ang kailangang gawin para sa inyong concerns. Maraming salamat sa first hand opportunity— kasama na ang inyong saloobin at ano ang kailangang gawin upang maisapatupad ang local IP network.


Keynote Address

Hon. Zenaida Brigida H. Pawid

Chairperson National Commission on Indigenous Peoples

Maayong buntag sa inyong lahat, unang una gusto kong batiin ng maalab na umaga sa aking mga kaibigan dito sa Presidential Table. Nasa akin na ang pagtuhog ng sinabi kanina at sana ay nakinig kayong lahat. Isang maalab na umaga at pasasalamat na naglaan kayo ng loob para makapunta dito; at ganun din sa pang-pitong taon na pabalik-balik tayo dito sa Pamulaan. Kung wala ito, hindi pa masyado tayo magigising sa landas at nagkaisang sinimulan ang iisang patutunguhan ng isang badila para sa edukasyon. Ito na din ang pagbibilang ng ikatlo na nakabuo at pang apat na batch ng graduate ngayong taon. Malalim na itong inyong pahayag tungkol sa katutubong edukasyon; 7 taon ng pagsubok at pagsisikap ng buong commitment para sa IP education at gusto ko kayong pasalamatan mula dito sa presidential table at nagtagpo na at ipagmalaki na tayo ay IP--at tutugunan sana ang ating mga hinihingi. Marahil sila ay tutulong kung tayo ang mga nagpapanimula, at ulit-ulit, an gating pasasalamat kay Atty. Albert Muyot, ang edukasyon ay nanggagaling nga sa mga taong gustong mag-aral. Kung ang gusto ng katutubo ay para makapag damit; at maging katulad ng ilang mga Pinoy na pamunta sa Saudi; ang pagiging Call Center agent sa Makati, hindi dapat ganitong edukasyon sa Pamulaan ang kuhanin. Marahil dito manggagaling ang binhi bilang Commissioner ng NCIP, ang napakasakit lamang tanggapin ay ang pagkawala ng ating mga pangarap at ang stigma at pang-unawa na nanggagaling sa civil society, hindi natin inaasahan na itong mga ahensya ng gobyerno tulad ng Department of Health, DepEd, Department of Public Works and Highways, na naging

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situationer natin, kasi talong talo tayo. Pati na ang mother tongue at sa level halimbawa ng mga taga Cordillera. . . . Ano ang motibo, ang henerasyon ko sa aking ama ay mga Thomasite na teachers, noong nagsurvey ang SWS, sa amin nagtatanong kung ano yung lingua franca na ginagamit at ito ay ang English. At ulit ulit mong sabihin na hindi pwede pero irerecommend ko pa din, na sana ay mauunawaan ng iba, sa pagbabalik-tanaw. Ang second language noon ay English at ang mga guro noon ay nagiging second generation ng Thomasites. Ang kanilang trabaho ay hanapin ang lahat ng estudyante mula 7:30 ng umaga hanggang alas 5:00 ng hapon. Kapag nakita ang isang bata na wala sa paaralan, sila ay magtatanong kung bakit ang anak mo ay nandito sa palengke na nagbubuhat ng gulay? Ang trabaho ng isang estudyante ay ang pagpasok sa eskwelahan at grumaduate. Ang mga libro ay hinihiram kapag June, at ibabalik sa paaralan. Ating tugunan ang hamon ni Dr. Rood, may pagkakataon ang mga lumad dito particular na ang paglagda ng Peacepact ng MILF at ng gobyerno. Kung hindi tayo kikilos, huwag nang tumingin pa at umasa na bakit tayo ay nawala sa peace and development ng Mindanao. Pang apat: tuwing Biyernes, nandito si Ben para tugunan ang inyong pangangailangan, ang spirit of volunteerism sa Pamulaan at sana sa pagtatapos ay babalik sana sa pamayanan at maghandog ng sakripisyo para sa pamayanan. Tayo ay magsilbi sa taong nangangailangan ng tulong. Sasabihin ko po kung ano ang NCIP: Unang una, ang NCIP po ay hindi malaki ang budget kaya hindi kami namimigay ng kung anu-ano doon. Inuuna namin ang para sa ancestral domain muna. Ang overhaul ng ahensya ang inaayos sa ngayon at ang pagtugon ng edukasyon ng IP. Bago pumasok dito, ang 25 thousand per semester at tumira sa paaralan para sa pagtulong ng pamilya. Ang scholarship po namin ngayong June ay tataasan namin ng budget sa 10,000

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pesos at liliitan ang bilang ng scholars. Sa Thursday, mayroon kaming pag-uusapan tungkol sa 2 full scholarship sa programa ng Aus AID. Hindi mapapahiya ng graduate na magmamaster sa PNU. Kami po ay may nilagdaan at may point person na katapat sana ni Butch Rufino sa DepEd. Ibabalik po namin at kami po ay may nilagdaan kasama ang DWD para sa Nobyembre at Disyembre at magkatapat ang NCIP at DSWD para hanapin kung sino ang dapat mabigyan ng Pantawid Pamilya. Kasama na dito ang guguguling pondo para sa feeding program para sa mga bata na nasa eskwelahan. Ang tanong para sa mga naririto, tayo ba kapag hinamon ay gagawin ang dapat gawin? Sana nga kasi tulad ng sinabi ni Atty. Muyot, may mga ahensya kasi na hindi gagalaw if

walang memo. Kapag sinabihan mo na, if walang memo sa lahat ng kailangang gawin, hindi gagalaw. Iyon ang sinasabi naming tutulungan namin ang bawat isa ang mindset na nagsisilbi sa gobyerno. Lalo na sa buwan ng Nobyembre, bawat isang commissioner, mamimili ng ancestral domain, pinakamarami na poorest of the poor municipalities na iisahin ng gobyerno. Marami na din tayong natutunan sa Pamulaan. Malayo pa ang ating tatahakin at malayo na din tayo sa ating nararating. Buksan ang ating enerhiya, puso at isipan na tayo na huwag na tayong mag hintay ng panahon na 10 taon lalo na sa inyo na gusto niyong kunin at nandito sa hamon ng presidential table. Maayong aga sa inyong lahat.

Open Forum Q: What will happen to Nur Misuari, may mga lumad na nagbabalikan sa MILF, hindi nakasali sa representation. Sa tingin ko ay importante ito sa transition government. Moro ako by self-ascription. Their ancestors, were here and when they came, and sa katunayan, they will probably be Muslims, balik Islam yung lumad and si Marvic Leonen and EA Coronel, advocate sila ng IPs, sa government concerned, they won’t catch up with the Bangsamoro and they also try to be involved to speed this up. We need to come up with a way to have Bangsamoro and ARMM, tungkol sa mga IPs. Mga Lumad ang dapat nagsabi niyon. I do not have an answer right now. Both situation of Lumad inside. When the two elements fight, it’s the grass that gets trampled. A: The Schools of Living Traditions, there is a liquidation of provision of NCCA if there are schools who have not liquidated their funds. There are proponents at the division and they need to liquidate in the schools and so we need to see and arrange how they also support the SLTs.

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For DepEd, it is not just the NCCA for funding and then DepEd in general, and then we tell them the support venue na pwedeng ibigay. Sa school sa community, then if may component sa school, see the situation and there is around 150 thousand and above and so they are no longer qualified to avail of the scholarship. There is no existing criteria, even if they have many children—there are Grades 3 and 6 achievement test to be localized and it is not merely having high scores. An assessment should be made to know what is needed and lacking. Kapag mataas ang NAT score, mataas din ang chance na may dayaan. If mataas ang score, kung minsan ay hindi na pinapapasok ang ibang bata para –ma maintain at lumaki ang score average. Ano ang problema at ano ang solusyon? So ang tanong ganito, if there is an IP sa regular schools dapat siguro mayroon din that applies to the IP schools. That is not fair. Dapat alam ang competencies and measure if ano pa ang problema at kulang. Not modify the NAT, better to develop a separate NAP. IPAP? Baka pa. Ano mga dapat tutukan sa IP schools.


Q: Where do we apply? Sa June mag-aapply na sa service station, if not graduated from Grade 6 , there is no form 48. This is a selection between graduation in April and June. No new scholars have applied, nirepaso lahat ang scholars. Lalo sa mga schools na dati na. Mayroon pa nais ipaabot sa taga pagsalita? A: Usec Muyot: Nais sana namin na ang na magiging IPAP, we need your help also. Nainspire kami na magtanong at naririnig sa IP teachers sa different areas na nakakasalamuha. Yung mga hindi nakakapasa, mag-explore ng paraan ng examination without watering down the quality sa LET. Ang basic education program naman ay pare-pareho, there is a separate standard if mayroon na BS Education na IP Education. Walang basis ang modified examinations ang mga IPs. There is only one entity and that is in the by laws. Let us work together to have a provision for that effect. Sa higher education institutions, towards IP education. A pool of students to take up BS in Education. There is CHED and PRC and DepEd and LEAP.

There are teachers na hindi pa LET passers and pwede pero hindi kami but we can set standards for that. That in an old rule. And we can be pampered all our lives. Kailangang turuan lumangoy bago ilagay sa swimming pool. It should be proven that an IP, kaya niyang ipapasa ng 75, at gustong maging IP scholar. Marahil pababayaan na lang ang IP na gustong matapos sila at dapat ibigay ang challenge na itaas ang rank ng IP. Pwede na kahit pasang awa. Kung talagang nag-aaral, kung mataas ang grade, pwede na. Nandun kasi ang pinag iisip ng 3 regions na humihingi ng gabay sa Malaria Project sa Palawan, saan nangggaling ang mga negrito, at ang FPIC sa ancestral domain but all the projects within the Philippines, the FPIC is needed. Hindi na siguro kailangang i-FPIC at kayo hindi na kailangang tanungin kung paano nagawa ang FPIC, lalakad ito kung may pera. Hindi lalakad kung wala, dito hindi magkakaroon ng masalimuot ma paraan sa halimbawa na lang ay ang genealogy. Hindi lang sa Bukidnon ang ganyang proyekto kung ay sapat na panahon, pwede ito upuan ni Datu Lambayon ang isa sa ating masipag na Commissioner.

Symbolic Closing During the closing ceremonies, representives from the youth (Dale Joy Perez); DepEd sector: Juven; Elder: Ate Gay and all the participants signed and gave the Unity Statement to Usec Muyot, signifying a better hope and IP education in the Philippines. Representatives from Luzon (Mr. Felipe Lumiwes and Ms. Ligaya Lintawagin), Visayas (Mr. Leonito Dela Rosa) and Mindanao (Datu Toto and Mr. Mark Brazil); Ms. Ligaya Lintawagin, a Mangyan Alangan chanted a banggi as an expression of her joy and appreciation of what has transpired in the five days conference. Datu Toto, a Matigsalog from Mindanao sang Sedleke, Mr. Felipe Lumiwes chanted a Kankana-ey; and the affirmation: Shamanpay Emmpay. Reflections of Participants as Collectively Shared

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Awarding Ceremonies Poster Making Contest: 1st Place by Tugdaan - Mangyan 2nd Place by Pyaggaguwan - Mandaya 3rd Place by LGU- Cervantes - Kankana-ey Mr. Mark Brazil, a representative of the Talaandig tribe, Ms. Leonita de la Rosa, Jeward Sulatan and Manong Ipe, representing the elders has the following comments: “Impressed kami sa Davao, for some it was their first time; the participants are active, alive, dynamic, equipped with different knowledge; we have excellent ang participants; the venue is also conducive; there was an excellent training and congress of the people and so happy that I have met other people; the resource persons are excellent as well and they are experts in their own fields, isulong natin ang katutubong Talaandig. Nabibigyan kami ng malaking inspiration; sa henerasyong ito, maraming evolution ang nangyari; sa aming tingin, hindi na mawawala an gating kultura dahil nandito kayo at nag-iisip na mapreserve ang kultura at kailangan natin iyan para mapaunlad ang pamayanan.�

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Peom Writing Composition: 1st Place by Kaliwat Ki Apo Agyu - Talaandig 2nd Place by Pamulaan Center 3rd Place by Mangyan Tribe of Mindoro

Song Writing Contest: 1st Place by Mangyan Tribe of Mindoro 2nd Place by BTFFI 3rd Place by Kalyung Elementary School


Closing Remarks

Mr. Pablo Rey Pio d. Fuentes

Sa ating pagtatalaga sa ating sarili, iisang pahayag na nagbibigay ng ating kabuuang pamayanan ng ating edukasyon. At sana hindi dito nagtatapos ang ating pag-uugnayan, kundi sasabay tayo sa pagsulong ng edukasyon. Kami po sa Assisi at ng Education Network ay magsisikap, doon sa kinauukulan , na mayrong gagawin. Malaki din ang ating pasasalamat sa mga ating speakers kanina, at sa ating mga participants. Nagpasalamat din kami dito sa mga kabataan natin sa Pamulaan na tumulong at sa staff ng Assisi at sa Pamulaan. Sa iba pang dapat pasalamatan, salamat po sa inyong kooperasyon. Bigyan po natin ang ating mga sarili na tatlong pataas.

Closing Song:

The Pamulaan Hymn

-This is Our Dream-

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Annexes Program of Activities

Time

Facilitator/ Resource Person

Activities

Day 0: Oct 16 (Tue) Preliminaries 1:00pm-3:00pm 3:00pm-6:00pm 8:00pm-9:30pm 9:30pm-10:30pm

Arrival/Registration of Participants Setting Up of Exhibits Indigenous Games Pamulaan Orientation and House Rules Tasking Steering Committee meeting

Day 1: Oct 17(Wed) Discovering Common Grounds 8:30am-9:00am 9:15am-9:30am 9:30am-10:00am 10:00am-10:30am 10:30am-11:00am 11:00am-11:30am 11:30am-12:00nn 1:30pm-2:30pm 2:30pm-3:30pm 3:30pm-4:30pm 4:30pm—5:00pm

Opening Ritual Welcome Address Introduction of Keynote Speaker Keynote Address Open Forum Video Showing: A Glimpse of Kalindogan 2011 Opening of Exhibits Expectation Setting Presentation of Kalindogan 2012 Rationale and Objectives Workshop 1: What is IP Education? Plenary Reporting Deepening and Synthesis

Dr. Perfecto Alibin USeP President Mr. Edicio G. De La Torre Founder, ELF

Benjamin Abadiano

Day 2: Oct 18(Thur) Strengthening the Foundation 7:00am-8:00am 8:00am-8:30am 8:30am-9:30am 9:30am-10:00am 10:00am-10:30am 10:30am-11:00am 11:00am-12:00am

Interfaith Session General Assembly Workshop 2: Sharing of Indigenous Learning Pathways Plenary/Creative Reporting Deepening IP Elders Synthesis Workshop 3: Sharing of Indigenous Youths/Teachers Experiences in Mainstream Education

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Time 1:30pm-2:30pm 2:30pm-3:00pm 3:00pm-4:00pm 4:00pm-4:30pm 4:30pm-5:00pm 8:30pm-10:00pm

Facilitator/ Resource Person

Activities Plenary Reporting Deepening and Synthesis Case Study Presentations: IP Education Initiatives Plenary Reporting Deepening and Synthesis Solidarity Night

Organizations with IP Education initiatives Ma. Consolacion Matnao

Day 3: Oct 19(Fri) Investing on New Paths for the Future 6:30am-7:00am 7:00am-9:00am 9:00am-9:30am 9:30am-10:30am 10:30am-12:00am 1:30pm-2:30pm 2:30pm-3:30pm 3:30pm-5:00pm 9:00pm-10:00pm 10:00pm

Interfaith Session General Assembly Presentation of DO no. 62 s. 2011: The National IP Education Policy Framework Open Forum Presentation on the Process, History of the IP Ed Network Vision, Mission and Goals Plenary/Creative Reporting Deepening and Synthesis Workshop 4: Kalindogan 2012 Unity Statement/ Consultation on the Proposed High School Education Program for the Eight (8) Tribes in Bukidnon Contests: Poem, Song and Story Writing (Presentation of Piece) Documentation and Steering Committee Meeting

Mr. Rozanno Rufino DepEd-IPsEO Mr. Benjamin Abadiano

Day 4: Oct 20(Sat) Celebration of Commitment 6:30am-7:00am 8:00am-8:30am 8:30am-9:00am 9:00am-9:30am 9:30am-10:00am 10:00am-10:30am 10:30am-11:00am 11:00am-11:30am 11:30am-12:00 12:00nn

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Interfaith Session General Assembly Reading of the Kalindogan 2012 Unity Statement Critiquing- Validation of the Kalindogan Statement Presentation of the Validated Kalindogan Unity Statement to the Keynote Speaker Keynote Addresses: Australian Government (AusAid) The Asia Foundation Department of Education National Commission on Indigenous Peoples Open Forum Awarding Ceremonies Symbolic Closing Send off

Ms. Trisha Gray Mr. Steven Rood Usec. Alberto Muyot Hon. Zenaida Pawid


Song Writing Contest Entries ANG KATUTUBONG EDUKASYON Betang Fernandez (Tagalog version) Ang lupaing ninuno’y salig ng buhay Silid ng dunong ng kamalayan Dito umiinog, natuto’t sinanay Ang tunay na katutubong kabataan Ito rin ay itinuturing na silid-aralan Ang katutubong edukasyon dito binatay Paraang maayos at pinagyayamanan Mayamang kulturang pamana sa kabataan Sa pamamagitan ng masinsing pagmamasid ng isang katutubo sa kanyang paligid Gabay ng magulang tuwinang nabatid Ang kultura pala’y nasa paligid

“FANGADALAN MANGYAN” Ka daga tam habuyagan Tifunan among tam kamalayan Istay nag-ikot andunong sas bagay Ka sadik katutubo mangyan Tim tam yadi iskulan Ka indigenous edukasyon gestay nonbali Fiya fag-adal agfakahalagahan Kultura para fatuhod as kabataan Sas faulingan-ulingan sas ligungan Santam mundo santam banwanan Ay wan fagdunong kanlagngay Fagayo disag antam aligungan Tam towa longon tam kayamanan

Sa sariling mundo nating pinagmulan Kay daming dunong ang natutuklasan Biyaya ng matangkal nating kalikasan ay itinuturing nating pinagmulan

Ka antam magurang kawa tagafuyong Ka mga kabataan fag pangarap on Yakanga natanom, ambuyag bumuwad Yakanga numarom fiya fagtahinan

Ang ating magulang tanging taganday ng mga kabataang may layon sa buhay Upang ang tinanim, lumago’t umuhay at maging marangal na lider ng bukas Ang katutubong edukasyon ang s’yang nagbunsod Sa ating layuning mayama’t marubdob na ating pangarap na nais maabot At magdadala ng pagkakaisa’t pagkakabuklod.

Ka indigenous education ka nadiya Santam fagsayakon ka adalon ya Kantam pangarap tam saya dumasog Fatifon antam fasadidiyan

HAMON Sr. Annabelle, SSPS IPA-SURIGAO Halina kayo sabay natin harapin anag ating mithiin Sipag, tiyaga at paniniwala kay amang bathala Katutubo, bata at matanda Lahat ay may karapatan mamuhay na mapayapa

Ikaw at ako ay may kakayahan Katutubong kultura ay ipagyabong Makilahok, makibaka panahon na ngayon Kabuhayan, karangalan ay umusbong

Katutubong edukasyon ating ipalaganap Upang ang lahat ay mamulat Na pantay pantay tayong tumanggap Ng biyayang ang hamon ay para sa lahat

Ikaw at ako kailangan magrespeto Kayamanan sa kalikasan ay pangalagaan ito Biyayang handog ng Dios maykapal Kaya siya’y pasalamatan sa lubos niyang pagmamahal

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KALIWAT KI APU AGYU “Susi ng Masaganang Kinabukasan”

KALIWAT KI APU AGYU (Talaandig version)

Minsan ba sa buhay mo’y ika’y natatanong? Kung sino ang nakapagbabago ng panahon? Ngayon, sama-sama nating siyasatin Ang sagot ng ating mga tanong

Yabi Ku Madagway ha Asum Amin ba panahon ha tagpanginsa ka? Ku kin-o sa makabag-o hu panahon? Iman, alan taw ahaen Sa tubag ku mga panginsaw taw.

Kay haba-haba man ng nilalakbay puso’t pagkatao’y dalisay ang siyang dapat taglay ng gurong matagumpay pagmamahal at dedikasyon sa kulturang kinagisnan ay siyang dapat isa-alang-alang nang magtagumpay sa adhikaing nais maisabuhay kapit-bisig nating palawakin kultura’y dapat linangin kasaganaan siya’y dalangin nang gurong may pusong linangin ang sariling atin sa pagtuturo’y dapat maging totoo pagbibigay ng sarili ng buong puso maging tapat sa tungkulin sapagkat kinabukasan ng mumurang isip ay nakasalalay sa atin kaya’t ikaw! Ako! Tayo! Ang tunay na susi tungo sa masaganang kinabukasan

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Malugayad man sa taghipanawon Pusong daw pagkataw kadagway Ha iyan gyud duon Ku magtutudlo ha malampuson. Pagpalangga hu kultura ha napuunan Ha iyan gyud duon ipahiwal Daw makampel sa egkabayaan taw. Buligaan taw ipakaylap Sa madagway ha kultura Ha kinahanglan palangga- un Kahusay ha pinangandoy hu tigmatuto. Duon hu pagmatuto kinahanglan ha matuod Pag-ila hu kaugalingon ha mahagkap duon hu ginhawa Ta sa kalampusan hu mga bata Ta kanyo naka-ugsak. Aman sa imo, sa kanak! Sa kandan ayan kyu matuog Ha yabi hu Madagway ha asum.


Katutubong Edukasyon Tagalog Version (Aiky Enangcob) Isang Masaya at magandang gabi Ako’y nasa harap nyo’t ako’y bumabati Bago ko sisimulan ihanda ko muna ang sarili Ako’y isang ENTREP pangalan ko ay Aiky Narito tayo upang ipagdiwang At ibahagi ang kultura at nalalaman Katutubong edukasyon ay dapat pahalagahan Dahil ito’y ating sandata sa kinabukasan. Lahat ng katutubo ay puro matatalino Tayo’y may prinsipyo at dapat irespeto Sana’y IP Edukasyon ay isapuso Dahil tayo’y tao at ang pinagmulan ay pareho. Ako, ikaw, tayo ay Pilipino Marami tayong pangarap na ibig ihahango Alam natin kung saan tayo tutungo Kaya dapat sa Kalindogan ika’y matuto. Sa aking pagtatapos sana kayo’y matuwa Kahit saan paparoon ngiti’y ipapakita Sana’y magustuhan nyo ang aking maikling ito. Mabuhay ang Kalindogan.

7th National Indigenous Young Leaders Congress

“Egkateenan” (Matigsalog) Maepiyan marekelem kaniyu langun Kayi at tangkaan niyu se due igkahiyen Pero bago langun Eghanda apad te kedin kaegalagen Ka kami ameyg duma-duma Egehey kit e kantan kultura Ka kantan naruenan beheyatinportansya Se seini ma ka ka armas ta. Langun ne tribo sinkantag katue Sinkantan due prinsipyo wey perem irespite Ka pegeskwela kantan isapusong Se sikantan etew sabeka peenan kag Sikedi, Sikeykew, sikantan ta Pilipino Masulec ne pangandoy perem egkatuman te tribo Natahaan ta ne hendei kig peendiye Se ka Kalindogan ke kag lamu-lamu Te kedin pegy’mpus perem egkahale Ahad hundui kag peen ngisi niyug kakite Perem kag keepiyan te deesek ne tula Para te kaniyu maepiyan peg-uma.

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Kaming Mga Magiliw (Tagalog Version) By: Rufino Banahan Jr. ( BTFFI) Ako’y isang Bukidnong magiliw Ang maykapal ang syang lumikha sa akin Dito sa aming paligid Ang tubig, bundok at kagubatan Ang kapatid naming mga Bukidnon Ang kasama dito sa lugar Mga anak ng ninuno Mga ugaling maganda Kami ay nagtutulungan para sa bukas na araw Kaming nakatira malapit sa kagubatan Gustong maayos Ang mga sarili. Kaming nakatira sa bundok Magsasaka ng lupa ang binubungkal Ang mayaman na lupa Tinaniman ng pagkain. Kahit na sa aming kahirapan Masiyahin pa rin kami Dahil nagtutulungan kaming lahat Para sa pagtira na kapayapaan

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“Sikay Ha Bulahan� Binukid Version Bukidnon a ha bulahan Sa Magbabaya mighinang kanau Dini ta palibut day Sa wahig, bubungan daw kalasan. Sa suled day ha mga Bukidnon Sa duma-duma dini ta Banuwa Mga batan-en hu ginlaasan Mga batasan ha madagway. Sikay tagbinuligay, para hu asem ha aldaw Sikay hatgtima ubay ta kalasan Kabaya ha mapandayaan sa Mga kaugalingen Sikay sa tagtima ta bubungan Mag-uuma na Bugta sa tagbagwalen Sa adunanan ha unayan Pinamulanan hu kauyagan. Bisan pa man hu kapubrihan day Malipayun kay daan Tungud tagbinuligay kay alan Para hu pagtima ha malinawun.


Kaugalian, Tradisyon, Kultura (Charisse Mae Das-ao) Malaya Cervantes Ilocos Sur Tagalog Version Kaugalian, tradisyon, kultura Ngayo’y nawawala Mga makabagong paniniwala Ang karaniwang ginagawa Napansin ng karamihan Tila nakalimutan Mga dating kaugaliang Magbigay-buhay sa mga ninuno kinagisnan. Sa kanilang pagninilay-nilay Gumawa sila ng paraan Kaya binuo nila itong Kalindogan Para sa ikabubuti ng bawat tribo’t ng ating bayan. Maraming salamat sa ating Panginoon Na tayo’y binigyan ng pagkakataon Sa lugar na ito na magtipun-tipon Magtulunga’t magkaisa sa iisang mithiin at layon.

7th National Indigenous Young Leaders Congress

Ug-Ugali, Tradisyon, Kultura Ug-ugali, Tradisyon, Kultura Enggay malit-litaw Tan san modern met Kaaduwan am-amagenda. Nadlaw di kaaduwan Kaman enggay nalinglingan Sigud ay kaugalian Ay nataguan di kaapuan Nenemnenemnem da Et nay inlimidyo Kalindogan inorganisarda Nay mayat met damdama Sala-salamat en kabunyan Sin enna nangitulungan Maagom tako isna Intako ngalud man-es-esa. Nan iyaman kamis pilmi Adal ay nasulsulo mi Enkami ngalud ipapati Katribo, kakailian, say itdo mi

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Directory of Resource Persons Mr. Edicio dela Torre President Education for Life Foundation (ELF) E: ediciodelatorre@gmail.com W: http://educforlife.org/ Hon. Zenaida Brigida H. Pawid Chairperson National Commission on Indigenous Peoples 2nd Floor N. dela Merced Building, Corner West and Quezon Avenues , Quezon City T: (+632) 575.1200 local 1002 F: (+632) 373.9787 E: ncipchairmansoffice@yahoo.com Dr. Rodolfo C. Sumugat Vice-President for Administration Uiversity of Southeastern Philippines Iñigo Street, Obrero, Davao City 8000 T: (+6382) 225.4696/ (+6382) 225.4697 F: (+6382) 221.7737 Ms. Trisha Gray First Secretary Australian Agency for International Development Australian Embassy, Manila Level 23 Tower 2, RCBC Plaza 6819 Ayala Avenue, Makati City 1200, Philippines T: (+632) 757.8100 F: (+632) 757.8268

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Mr. Steven Rood Country Representative The Asia Foundation T: (+632) 851.1466 F: (632) 853.0474 E: tafphil@asiafound.org Rozanno “Butch” E. Rufino Coordinator, Indigenous Peoples Education Office (IPsEO) and Adviser to the Secretary on Indigenous Peoples Concerns DEPARTMENT OF EDUCATION DepEd Complex, Meralco Avenue 1600 Pasig City, Philippines M: (+63) 917.862.4433 E: butch.rufino@gmail.com atty. Alberto Muyot Undersecretary Legal Affairs Department of Education DepEd Complex, Meralco Avenue 1600 Pasig City, Philippines T: (+632) 633.7205 F: (+632) 633.7259 E: atmuyot@deped.gov.ph


List of Participants/Guests

Kakai

Organization

Gogognan Elem School Cartwheel Palawan NCIP- Quirino Sagpangan Elem School NCIP- Quirino IP- DepEd Quirino Agta Community Primary School- Quirino Bato ECIP Visayas Our Lady of the Mountains Mission School Malaya Elem. School

Name Bayani Sumavang Rosie Manalo Margielyn Emag Rechard Gugma Simplicia Hagada Leonita dela Rosa Felipe Lumiwes Rodoleo Espiritu Minda Bayangan Jay Jeremias Santong Jocelyn Evangelio Lourdes Tamboon Pablito Gonzales Lorna Jimena

Gracelyn Pacyaan Julie Valdez Pamana KA Betang Fernandez Nestor Liboro Tugdaan Dolores Andrinay Ligaya Lintawagin Emnalyn Tupaz Anthony Politico Mangyan Mission Marissa Giiwan Liza Among Sta. Cruz Mission School Jennifer Tupaz Subanen Ministry Center Bendo Etil Leticia Gumapas BTFFI Leonila Plazos Mary Grace Sumael Jeryl Duno Rufino Banahan Norvin Lipanda Cedo Bulalacao PYAGGAGUWAN Rosemarie Margarito FOMFI Dominador Malintad Saint Therese- Surigao Danilo Alcantara Emerito Montenegro Sildap Ronalyn Ondocon Fundacion Alegro/ SOLED KI Datu Jimboy Catawanan Mark Brazil Hannah Louise Eraneria Bukidnon Indigeneous Youths Jezeriel Abao Sanilyn Talasan of the Seven Tribes Imelda Agnes Tubeo

7th National Indigenous Young Leaders Congress

Organization Kaliwat Ki Apo Agyu

USEP Lamlifew Tribal Women Association IPA- Surigao SLT- Sungko IPHC- Talaingod ADZU- CCES DEPED IX Kibangay Pamulaan Lumad DOS Damulog DepEd Dumingag DepEd

Dumingag LGU Kalyong Elem. School DepEd Siayan IP School Siayan IP School Brokenshire College Mindanawon Cartwheel Mindanao Education for Life (ELF) Cosel- Lyceum of the Phil. University

Name Jeward Sulatan Ivy Cris Deconlay Claire Sintaon Laizan Maturan Albert Capitan Diana Grace Matarab Ni単o Onsad Joycee Lumbos Maribeth Ditan Sr. Annabelle Pedraya, SSps Floramie Saway Eva Undayag Omarol Licilene Jane Bantao Loreta Sta. Teresa Mark Candido Josefina Climaco Aiza Mee Pensahan Marichu Ligpusan Juvy Valiente Toto Calimpitan Richel Daonlay Jocelyn Lorenzo Elena Sigon Gemmalyn Biol Abdulgani Manalondong Timuay Victor Marigold Candia Sarah Antiquina Geraldine Pequiro Julius Breva Joven Ryan Malida Mara Cungan Jr. Gina Jamisola Godmhel Pacaldo Mylene Mendoza Jenebe Duron Jenne Casal Jenefer Ambe Marites Gonzalo Jemuel Sulatan Calixto Lidanhug Edicio dela Torre Marilyn Ngales Leonora Astete

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ORGANIZATION Pamulaan - BA Social Entrepreneurship

Pamulaan - BA Applied Anthropology

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NAME Cherry Mae Antala Sheena Mae Paguio Junessa Varquez Jean Marie Casilia-an Nora Arzaga Michelle saburnido Mylene Duga Arjane Sotto Aiky Enangcob Gracillee Ann Tano Cris Mabunga Marvin Guarde Lerry Grace Dulan Dulan Razel Catubay Jippy Langgong Joreno Lumbos Clarise Alindayo Demi Nasol Jandy Mangod Mark Anthony Deconlay Romalyn Supetran Jeneva Libuangon Ramer Senining Mary Ann Patecion Ian Jaypee Sanches Jessielyn Pangdao Lani Adis Merlyn Campong Analyn Victoria Susan Kalignayan Rosalina Dimayuga Belinda Taywan Honorato Cabrera Peter Magandam Alexier Pinaso Abelardo Bea Agabayan Richelle Alas Mary ann Ambe Daphny Astudillo Henry Badia-on Analyn Benito Jonard Bulding Susan Capalit Jeomar Ike Das-ao Charisse Mae Degollado Cras Mae Donato Roderick Fado Roger Imba Junie Jane Lagungan Abdul Gawahan Pinky Rose Licyayo Mike Lucena Jonalyn Lumawas Dionesio Malintad May One Matangong Shaira Maulingan Anilyn Onduran Mike Lake Molero Mark Kevin Oquindo Reynaldo Mosela Normindo

ORGANIZATION Pamulaan - BA Applied Anthropology

NAME Olubalang Allan Purugganan Joan Quillano Dandan Tagno-ay Janiecel Tulawe Mylene Suyan Annie Rose Tamboon David Philip Anthonh Ocquiola Hupayan Reynalyn Pamulaan - Bachelor in Rhonabel Abe Abe Apple May Alindayo Elementary Education Ryan Bando Wislita Rainu Dave Mark Atan John Kevin Belec Arjane Marie Belco Shenna Lean Besto Sajeda Bewang Cristina Bigong Aiza Binayao Mary Haide Cultura Maria Aiza Cui Elsie Cagampang Julien De-Guzman Gevfretch Geraldine Dogia Deopeter Duron Christian Garong Mary Lovely Gunto Maria Bernalyn Lintawagin Vina Fiel Lucin Roy Luminda Faisal MaÑalas Adeline Manca Irene Manggilawas Liza Mae Manliguis Joana Rose Memper Carla Mendol Cherilyn Opez Rodel Sueb Pedro III Dale Joy Perez Kevin John Salicona Marilyn Segundo Jessa Mae Sulatan Ressa Sendrijas Nylyn Supnet GUESTS ABS- CBN Abellanosa, Cherry Paul Palacio Totong Castillano Arnel Plaza GMA Mariz Posadas Randy Acedilla Utrecht University/USEP Manna Bakker Waway Linsahay Saway Tagum


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Kalindogan 2012 Proceedings