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1. THE STATUS OF MANGYAN EDUCATION IN THE PHILIPPINES Presenters : Anthony Ibarra B. Fabella Don Stepherson V.
Calda Institution : Divine Word College of Calapan (LOGO OF DWCC) Calapan City, Oriental Mindoro Philippines
2. 3. Mindoro is the seventh largest Island in the Philippines, with two Provinces, Oriental and Occidental, with a total population of one million. The Mangyan population is estimated at 10% of the total population or 100,000 Mangyans. It has 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 different traditions, ethnic laws and way of life. (picture of Mangyans) 5. In 1989, through the help of Mr. Benjamin Abadiano with the Paitan Mangyan Mission (PMM), a mangyan school was founded in the foot of the mountains of Barangay Paitan, Naujan, Oriental Mindoro, Philippines which serves the eight tribes of Mangyans in Oriental Mindoro. Using a curriculum relevant to the needs and culture of the Mangyans, they call it as Tugdaan 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 the Mangyan 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 cultural conditions; 2) To guide them to assert their rights of self-determination and self-governance and; 3) To facilitate their growth towards an integrated human development. 8. In 1992, Tugdaan received recognition from the Department of Education totally operate as a formal secondary education program for the Mangyan communities through Deped Recognition # 029 series of 2002. Four years later, Tugdaan was most recognized as the Most Outstanding Literacy Program in the Philippines by the Department of Education.
9. This research is anchored on the social learning theory of Gabriel Tarde. He conceives that education is based on small psychological interactions among individuals 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 peoples 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) SCHOOL YEAR 1995-1996 1996-1997 1997-1998 1998-1999 1999-2000 2000-2001 2001-2002 2002-2003 2003-2004 2004-2005 2005-2006 2006-2007 ENROLLMENT COUNT ENROLLEES
FEMALE MALE TOTAL
19 27 30 35 39 58 51 53 73 111 90 92
38 41 58 64 55 72 77 70 86 84 71 79
42 50 74 89 88 110 99 112 138 179 134 171
2007-2008
86
75 TOTAL
142 1,428
11. Figure 3 Enrollment count of Tugdaan Mangyan Center for Learning and Development
12. ( graph also) SCHOOL YEAR 1995-1996 1996-1997 1997-1998 1998-1999 1999-2000 2000-2001 2001-2002 2002-2003 2003-2004 2004-2005 2005-2006 2006-2007 2007-2008 2008-2009 TOTAL 13. (graph also) COURSES TAKEN BY TUGDAAN GRADUATES Bachelor in Elementary Education Bachelor of Science in Agriculture Bachelor in Secondary Education Religious education (Catechist) Bachelor of Arts Electrician Automotive Bachelor of Agricultural Technology Marine Engineering Electronics Drafting Commerce Social Work HTO Computer Secretarial Midwifery` Diploma in Agricultural Technology Seminary NO. OF GRADUATES 28 16 13 13 9 5 5 3 3 3 3 2 2 2 1 1 1 1 NO. OF GRADUATES 9 7 10 14 19 24 20 18 23 28 36 40 31 25 305
Figure 4 Graduates of Tugdaan Mangyan Center for Learning and Development
Food Technology Nursing Aid Nurse Caregiver Computer Science

Figure 5 College Courses taken by Tugdaan Graduates
1 1 1 1 1
14. 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 and education 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 peoples communities.

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1. THE STATUS OF MANGYAN EDUCATION IN THE PHILIPPINES Presenters : Anthony Ibarra B. Fabella Don Stepherson V.

42 50 74 89 88 110 99 112 138 179 134 171

Figure 4 Graduates of Tugdaan Mangyan Center for Learning and Development

Food Technology Nursing Aid Nurse Caregiver Computer Science

24. Further study/discussions may be replicated in other indigenous peoples communities.

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