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1. THE STATUS OF MANGYAN EDUCATION IN THE PHILIPPINESPresenters : Anthony Ibarra B. Fabella

Don Stepherson V. Calda

Institution : Divine Word College of Calapan (LOGO OF DWCC)

Calapan City, Oriental MindoroPhilippines2.3. Mindoro is the seventh largest Island in the Philippines, with two Provinces,

Oriental and Occidental, with a total population of one million. The Mangyanpopulation is estimated at 10% of the total population or 100,000 Mangyans. Ithas an area of 10,224 square kilometers. (map of Philippines and Mindoro)

4. Mangyan is the generic name for the indigenous groups found in Mindoro Island,each with its own tribal name, language, and set of customs. There are eight (8)

tribes that exist in the province namely Alangan, Bangon, Tau-Buhid, Buhid,Hanunuo, Tadyawan, Iraya and Ratagnon. Each tribe is living with differenttraditions, ethnic laws and way of life. (picture of Mangyans)

5. In 1989, through the help of Mr. Benjamin Abadiano with the Paitan MangyanMission (PMM), a mangyan school was founded in the foot of the mountains of Barangay Paitan, Naujan, Oriental Mindoro, Philippines which serves the eighttribes of Mangyans in Oriental Mindoro. Using a curriculum relevant to the needsand culture of the Mangyans, they call it as ³Tugdaan Mangyan Center for Learning and Development´. ( logo of Tugdaan)

6. According to the school's manual, "Tugdaan" is an Alangan Mangyan term for "seedbed" to stress the "program's commitment to root the development of theMangyan in the realities of their culture, needs and aspirations in life."

7. The threefold objectives of the whole educational program are as follows:1) To assist the Mangyans alleviate their social, political, economic and culturalconditions;2) To guide them to assert their rights of self-determination and self-governanceand;3) To facilitate their growth towards an integrated human development.

8. In 1992, Tugdaan received recognition from the Department of Education totallyoperate as a formal secondary education program for the Mangyan communitiesthrough Deped Recognition # 029 series of 2002. Four years later, Tugdaan wasmost recognized as the Most Outstanding Literacy Program in the Philippines bythe Department of Education.



9. This research is anchored on the social learning theory of Gabriel Tarde. Heconceives that education is based on small psychological interactions amongindividuals and that the fundamental forces were imitation and innovation. For him, social learning focuses on the learning that occurs within a social context.

10. The Tugdaan Mangyan Center for Learning and Development is using the eight

(8) elements of Indigenous Peoples¶ Education System. These elements serve

as the framework on how the IP education system is structured, to wit:

1. Valuing Education

2. Promoting cultural integrity and empowerment

3. Promoting people¶s involvement and participation

4. Enhancing analytical thinking and responsible attitudes

5. Promoting peace and community building

6. Valuing land and environment

7. Promoting the spirit of service and volunteerism

8. Promoting holistic and integrative learning

9. (core picture)

10. From 1992-2008, Tugdaan School was able to cater 1,428 students. The

statistical data is shown below. (please make a graph)

ENROLLMENT COUNTSCHOOL YEAR ENROLLEES

FEMALE MALE TOTAL

1995-1996 19 38 421996-1997 27 41 501997-1998 30 58 741998-1999 35 64 89

1999-2000 39 55 882000-2001 58 72 1102001-2002 51 77 992002-2003 53 70 1122003-2004 73 86 1382004-2005 111 84 1792005-2006 90 71 1342006-2007 92 79 171



2007-2008 86 75 142TOTAL 1,428

11. Figure 3 ± Enrollment count of Tugdaan Mangyan Center for Learning and Development

12. ( graph also)

SCHOOL YEAR NO. OF GRADUATES1995-1996 91996-1997 71997-1998 101998-1999 141999-2000 192000-2001 242001-2002 202002-2003 182003-2004 232004-2005 282005-2006 362006-2007 402007-2008 312008-2009 25

TOTAL 305Figure 4 ± Graduates of Tugdaan Mangyan Center for Learning and Development

13. (graph also)

COURSES TAKEN BY TUGDAANGRADUATES NO. OF GRADUATES

Bachelor in Elementary Education 28Bachelor of Science in Agriculture 16Bachelor in Secondary Education 13Religious education (Catechist) 13

Bachelor of Arts 9Electrician 5

Automotive Bachelor of Agricultural Technology 3

Marine Engineering 3Electronics 3

Drafting 3Commerce 2Social Work 2

HTO 2Computer Secretarial 1

Midwifery` 1Diploma in Agricultural Technology 1

Seminary 1



Food Technology 1Nursing Aid 1

Nurse 1Caregiver 1

Computer Science 1

Figure 5 ± College Courses taken by Tugdaan Graduates14. DIFFERENT PROGRAMS UNDER THE TUGDAAN MANGYAN CENTER

FOR LEARNING AND DEVELOPMENT

15. Bisloy Le is an outreach program of Tugdaan for Mangyan children in

various communities outside of Paitan, Naujan, Oriental Mindoro. The

program creates venues for students to discover their talents and skills, while

at the same time strengthen their appreciation of their culture.

16. The Research Center for Mangyan Culture is recognized as the heart of all

the activities and programs of Tugdaan. Its purpose is to nourish the culture

of the Mangyans and at the same time, share it with others. Activities in the

center include research and writing down of history, beliefs, rituals, folktales,

sayings and songs of the Mangyans.

17. Community Development Programs has paved the way in forming the

youth, parents and elders of the community in the best of their potentials and

skills with regards to social responsibility and governance. The vision, mission

and goals of the community are considered to be the guide in forming the

future of the Mangyan communities.

18. The main purpose of Environment and Resource Management program is

to enhance and strengthen the capabilities of the Mangyans in the

preservation and conservation of the environment. This program serves as a

way for the youth to learn and discover the different ways and methods of

farming without harming the nature.



19. Sustainability Programs include food preservation and processing of quality

products such as virgin coconut oil, fruit jams, wild honey and different kinds

of tea. These activities serve as resource generation to sustain the programs

and projects of the school.

20. RECOMMENDATIONS / POINTS FOR ACTION

21. Replicating the program of Tugdaan Mangyan Center for Learning and

Development in different areas where the indigenous communities are

present.

22. Participation of different local and international organizations to sustain the

different programs supporting and preserving the culture, custom andeducation of the indigenous peoples.

23. Intervention of first-world countries in helping the Mangyans to sustain their

educational programs thru scholarship, exchange students, volunteers and

the like.

24. Further study/discussions may be replicated in other indigenous people¶s

communities.

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