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URL: https://www.facebook.com/depedprime/posts/518233138204715:0

TITLE: Project Brief: Uswag Lumadnong Kultura: Ata-Manobo” (Forward Ata-Manobo Education)

AUTHOR: Philippines Response to Indigenous Peoples’ and Muslim education (depedprime)

DATE: October 30, 2012
KEY INFO: This social media content is produced by a member of ‘DepEdprime’ which aims to give awareness of the current state of Tibi-Tibi Elementary School in Talaingod, Davao del Norte where it has a 100% population of Manobo students.

This initiative aims to be heard by the Government (Deped) and non-government sectors to aid in improving the school performance by:
- Addressing the low achievement, participation, and completion rates
- Strengthen comprehensive Indigenous people curriculum using a multilingual approach integrating cultural values and traditions
- Enhance competencies of teachers
- Strengthen school-community partnership in generating resources without compromising the tribe’s indigenous knowledge, systems, and practices.

This ensures quality education for the Manobo students in producing a well-rounded educational system that is rooted in their tribe's culture. Where educational materials, facilities, and teachers are well given to them so that the given educational system to them can meet the quality standards of today’s modern education by supporting knowledge of the tribe’s culture. This Facebook post is an eye opener to others in the current state of the school and by this Manobo students in that institution can get their rights to quality education.

(Researched by: NECESITO)

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URL: https://opinion.inquirer.net/140876/lumad-schools-and-the-right-to-education
TITLE: ‘Lumad’ schools and the right to education
AUTHOR: INQUIRER.NET (By: Meggie Nolasco & Tony La Viña)
DATE: June 5, 2021
KEY INFO: Within the context of the right to education, the building of the Lumad schools has been a social and historical necessity. For a long time, the Lumad have experienced difficulties in enrolling or entering “mainstream” public or private schools. For one, there are few such schools in the places where the Lumad live, so that the Lumad have had to travel long distances and incur additional travel and living expenses to keep their children in school. Lumad schools have become invaluable partners of the Philippine government in the development of an education system that recognizes the unique needs of indigenous people, and in providing access to the right to education.

(Researched by: CAMBANGAY)

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Last May 26, the committee on human rights of the House of Representatives conducted a hearing on the Feb. 15 raid of the "bakwit" school in Cebu. Under the able leadership of Rep. Jesus "Bong" Suntay, the public finally understood what the "lumad" community and bakwit schools are all about.

At the heart of lumad schools has always been the right to education. Lumad schools uphold the idea that the right to education is both a right in itself and an "enabling" right that is, access to education enables a person to gain the skills, capacity, and confidence to secure other rights. The right to education is fundamental for human, social, and economic development and a key element to achieving lasting peace and sustainable development. It is a powerful tool in developing the full potential of everyone and ensuring human dignity, and in promoting individual and collective well-being.

Within the context of the right to education, the building of the lumad schools has been a social and historical necessity. For a long time, the lumad have experienced difficulties in enrolling or entering "mainstream" public or private schools. For one, there are few such schools in the places where the lumad live, so that the lumad have had to travel long distances and incur additional travel and living expenses to keep their children in school. Many lumad students have suffered from discrimination in mainstream schoolsʍnot only from their teachers or fellow students, but from a curriculum that does not reflect their unique cultural and historical contexts. Many times, lumad students have lagged behind other students because, having lumad languages as their mother tongues, they have had difficulty with the language of instruction used in mainstream schools.

Lumad schools were built to answer the needs, reflect the values, and embody the vision of the lumad. The schools adhere to the Department of Education (DepEd) curriculum, but adapt this curriculum and their teaching methods to address the distinct sociocultural context of lumad communities.

The right of indigenous people to education and to educational systems that reflect their distinct languages, cultures, and histories is universally recognized, and is upheld in both international and Philippine laws. In the Philippine setting, this recognition has largely been due to the painstaking efforts at dialogue and advocacy of the lumad schools themselves. Lumad schools have become invaluable partners of the Philippine government in the development of an education system that recognizes the unique needs of indigenous people, and in providing access to the right to education.

Given the unique and invaluable role of lumad schools in the development of the education system in the Philippines, the persecution of lumad schools appears contrary to the interests of the government and the country, and is an unnecessary tragedy.

Take the case of the Salugpongan Ta'Tanu Igkanogon Community Learning Center, Inc. (Salugpongan Schools), which was established by members of the Talaingod Manobo tribe in 2007. From 2007 to 2018, Salugpongan Schools was duly authorized by the DepEd to operate a total of 55 community schools in the Southern Mindanao region.

In 2019, however, due to continued and increased acts of red-tagging, violence, threats, and harassment, only 30 out of the 55 Salugpongan schools were able to finish the school year.

On July 8, 2019, DepEd Region XI issued a memorandum suspending all 55 Salugpongan schools. The issuance was based on the recommendation of National Security Adviser Hermogenes Esperon Jr., who accused the schools of not following the DepEd curriculum and teaching ideologies that advocated against the government. Salugpongan schools denied all accusations and questioned the DepEd order for having been issued on the basis of unverified allegations.

On Sept. 5, 2019, DepEd Region XI issued a resolution ordering the closure of the Salugpongan schools. All the Salugpongan schools were finally closed by the third week of October.

The Salugpongan schools were not the only lumad schools closed by the government. According to the children's rights group Save Our Schools Network, between July 2016 and December 2019, 162 lumad schools were closed by the government, affecting over 4,792 students. In 2020 and 2021, continued human rights violations and efforts by the government, which persisted despite the occurrence of the COVID-19 pandemic and nationwide lockdowns, caused even more school closures. Currently, nearly all of the 215 lumad schools in Mindanao have stopped operating.

The persecution of lumad schools has even followed the lumad students to their evacuee or bakwit schools, which are makeshift mobile schools set-up by volunteer schools and other organizations as a way for lumad students to continue their education in places of peace and sanctuary. Like the original lumad schools, these bakwit schools have also become the target of red-tagging and violent attacks, as evidenced by the raid in Cebu which is now the subject of congressional inquiry.

That inquiry will surely lead to this conclusion: Persecution follows lumad students wherever they go and whatever they do, for as long as they persist in their desire to be educated. This abuse must be stopped.

We urge the DepEd to remember the valuable contribution of lumad schools to the growth and progress of indigenous communities and of the country, and to reconsider its role in the senseless attacks against lumad schools. The DepEd, in accordance with its honorable mandate, should uphold the right of the lumad to education and defend the existence of lumad schools.

The DepEd and the lumad community schools have had a long, sometimes contentious, butʍuntil a few years agoʍconstructive relationship. With a single letter from a top security official, that relationship changed and the DepEd became an instrument of fascism, with long-term consequences to lumad children and their communities.

We hope that with the truth about the lumad schools now out in the open, the DepEd will reverse course and go back to a policy of cooperation with the schools. Representing many of these schools, we are certainly willing to work with the leadership of the DepEd to get us on track to reopen the schools as the pandemic eases.

As long as there is even one lumad child who does not enjoy the right to education, the lumad schools will be relevant and must be supported.

------

Tony La Viña is a lawyer working with the Save Our Schools Network. Meggie Nolasco is the executive director of Salugpongan Schools.

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'Lumad' schools and the right to education

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Last May 26, the committee on human rights of the House of Representatives conducted a hearing on the Feb. 15 raid of the "bakwit" school in Cebu. Under the able leadership of Rep. Jesus

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URL: https://news.abs-cbn.com/news/10/25/20/govt-urged-to-ensure-ip-learners-access-to-culture-based-education
TITLE: Gov’t urged to ensure IP learners’ access to culture-based education
AUTHOR: Jaehwa Bernardo, ABS-CBN News
DATE: October 25, 2020
KEY INFO: As the country celebrates Indigenous Peoples (IP) Month this October, a group has called on the government to ensure that students from indigenous communities have access to culture-based education.

Despite laws that guarantee the rights of indigenous groups, access to education for IP learners remains difficult, said E-Net Philippines, a network of civil society groups that advocates education reforms. Such matter can be reflected with the Indigenous People here in Mindanao as they to are not any different from what many IP learners are going through with their respective means of education.

“This includes maintenance of their own schools and for them to carry out their own educational activities and the use or teaching of their own language,” the group said in a statement last Friday.

(Researched by: DESPARES)

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A student from Mangayon Elementary School, a school that caters to the Matigsalug indigenous people in Compostela town, Davao de Oro. Screengrab from Department of Education video

MANILA - As the country celebrates Indigenous Peoples (IP) Month this October, a group has called on the government to ensure that students from indigenous communities have access to culture-based education.

Despite laws that guarantee the rights of indigenous groups, access to education for IP learners remains difficult, said E-Net Philippines, a network of civil society groups that advocates education reforms.

"This includes maintenance of their own schools and for them to carry out their own educational activities and the use or teaching of their own language," the group said in a statement last Friday.

E-Net Philippines asked the government to increase funding for programs under the Department of Education's National Indigenous Peoples Education (IPED), and establish community learning centers in 100 identified IP communities without access to public schools.

In the Bangsamoro region, for instance, 45,508 IP children have no access to schools, said Bae Jennifer "Limpayen" Sibug-las, Commissioner for Central Mindanao of the National Commission on Indigenous Peoples.

DepEd should also hire, train and deploy IP teachers in community schools, and get IP leaders as resource persons in drafting learning materials and curricula for IPs, E-Net Philippines added.

Maria Lourie Victor, consultant at the DepEd's IP education office, said that since 2017, the IPED program has served 121,250 IP learners, and hired and trained 2,177 teachers, mostly members of indigenous communities, on culture-based education.
Distance learning
Citing a report it received, E-Net Philippines said around 5,500 Lumad learners did not enroll this school year, which saw the country's education system shift to distance learning as in-person classes remain prohibited because of the pandemic.

The Lumads were unable to enroll due to lack of access to gadgets, electricity and internet, while some modules were considered inappropriate to the culture of the learners, according to the report.

Victor said the DepEd is still monitoring the number of IPs who did not enroll in public schools this year. Public schools will continue to accept late enrollees until November.

"We think that modular learning is still the best mode of education during this time of pandemic, given [that] IP communities are very remote and online classes are difficult for them," she said, referring to the distance learning modality where students learn through printed or digital modules.

Victor admitted that the pandemic derailed DepEd's programs for IP learners this year, but the agency continues to study how it could reach these students.
'Red-tagged' schools
Victor also lamented how some IP schools were being "red-tagged" or labeled as "communist breeding grounds."

The DepEd representative noted that the agency was giving "peace education" training to schools in conflict-hit areas.

"It is important that teachers are oriented on the issue of peace talks, and that the school and IP communities have a strong relationship," Victor said.

Earlier this month, Armed Forces of the Philippines chief Gen. Gilbert Gapay said the military was monitoring Madrasah or Islamic schools over possible recruitment of suicide bombers.

Last year, the DepEd came under fire after it shut down 55 Lumad schools in Mindanao for being unable to comply with the department's regulations. At the time, the National Security Council reported that the shuttered schools had links to communist rebels.

National Indigenous Peoples Month is observed every October by virtue of Proclamation No. 1906, issued in 2009 by former President Gloria Macapagal-Arroyo.
Related video:

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Gov't urged to ensure IP learners' access to culture-based education

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MANILA - As the country celebrates Indigenous Peoples (IP) Month this October, a group has called on the government to ensure that students from indigenous communities have access to culture-based education.

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URL: https://www.unicef.org/philippines/press-releases/filipino-children-continue-missing-education-opportunities-another-year-school
TITLE: Filipino children continue missing education
opportunities in another year of school closure
AUTHOR: UNICEF ORG
DATE: August 25, 2021
KEY INFO: “In 2020, schools globally were fully closed for an average of 79 teaching days, while the Philippines has been closed for more than a year, forcing students to enroll in distance learning modalities.  The associated consequences of school closures – learning loss, mental distress, missed vaccinations, and heightened risk of drop out, child labour, and child marriage – will be felt by many children, especially the youngest learners in critical development stages,” UNICEF Philippines Representative Oyunsaikhan Dendevnorov says.

While countries worldwide are taking some actions to provide remote learning, at least 29 per cent of primary students are not being reached. In addition to lack of assets for remote learning, the younger children, specifically those who came from Indigenous Tribes here in Mindanao for this matter, may not be able to participate due to a lack of support using the technology, a poor learning environment, pressure to do household chores, or being forced to work.

(Researched by: DABLO)

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Filipino children continue missing education opportunities in another year of school closure

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Together with four other countries, the Philippines has kept its schools closed nationwide since the COVID-19 pandemic

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5.) LOCAL OR NATIONAL NEWS VIDEO SEGMENT

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5.) LOCAL OR NATIONAL NEWS VIDEO SEGMENT

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URL:
https://www.youtube.com/watch?v=jnSTrdRgulk
TITLE: Ilang mga batang Lumad nakakapag-aral na uli

AUTHOR: TV Patrol

DATE: August 5, 2019
KEY INFO: The government had closed schools because there weren't enough requirements, and children were being taught to hate the government. Now that the schools are open again, the students are happy. However, if their leader was questioned, there are still a lot of factors that need to be taken into account in order to provide the Lumads with high-quality education. They still lack electricity, water, and classrooms. The community still has many necessities that the DepEd cannot meet on their own, so they turn to the provincial government for assistance.

(Researched by: ABELLANA)

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Ilang mga batang Lumad nakakapag-aral na uli | TV Patrol

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URL: https://youtu.be/dB3H-HcHWSU
TITLE: Quality Education in Ghana
AUTHOR: JoyNews
DATE: July 20, 2017
KEY INFO: Lack of funds affecting quality education.

Since there is no international news about quality education specifically in Mindanao, I found this international news video segment talking about the hindrance of quality education in Ghana. Somehow, this video is related to the quality education within the Mindanaoan Indigenous Tribes since they face the same challenges.

Due to financial constraints, this may lead to low acceptance into private education. The lack of learning and teaching materials, especially in rural areas.

(Researched by: ROCA)

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Quality Education in Ghana- Joy News Today (20-7-17)

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URL: https://thepost.net.ph/the-feed/the-gist/understanding-the-lumads-plight-and-the-resounding-call-to-saveourschools/
TITLE: UNDERSTANDING THE LUMAD’S PLIGHT AND THE RESOUNDING CALL TO #SAVEOURSCHOOLS
ARTIST: Bhernn Saenz
DATE: February 17, 2021
KEY INFO: To date, over 170 Lumad schools have been ordered to shut down by the government with claims that they were being used to train communist rebels for the New People’s Army (NPA). These are academic institutions run by Lumad elders, volunteer teachers, and various religious groups seeking to help the community. However, given the number of schools that were closed down, they have had no choice but to seek education in far-flung areas from their homes such as the bakwit program in Cebu, and more.

(Researched by: ABELLANA)

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On February 15, 2021, the PRO-7 and DSWD raided the Bakwit School in the University of San Carlos, Cebu to rescue children allegedly kept by priests and educators without their parents' consent. Police officers claim that the children's parents sought out their help after years of not coming back to their home in Davao del Norte province. Amid the raid, a total of 26 individuals, including students, teachers and Lumad elders, were arrested and are now currently detained by the local police.

However, an upsetting video circulated online documenting the forceful acquisition and blatant harassment of the Lumad community-the very people that were supposed to be rescued and protected in the surprise operation. Thus, reigniting the #SaveOurSchools protests.

BREAKING: Raid and arrest of Lumad students of Save Our Schools Network Bakwit School in the USC - Talamban, Cebu

42 individuals including 1 teacher and 3 Lumad elders were arrested by joint forces of PNP, AFP, DSWD, and Alamara paramilitary elements.

Video: SOS Network pic.twitter.com/zbtuA5J6ES

- AlterMidya (@altermidya) February 15, 2021

After the whole chaos, the University of San Carlos and the SVD Philippines Southern Province released a joint statement regarding the incident. The groups emphasized that the Lumad delegation was enrolled in a school program in Cebu under USC, authorized by the SVD and the Archdiocese of Cebu. Its 42 participants were supposed to have completed their modular schooling on April 3, 2020, but as the Cebu government imposed quarantine protocols on March 13, 2020 due to the COVID-19 pandemic, the group needed to stay at the retreat house for a longer period of time.

"When the quarantine restrictions loosened, plans were made for their safe return to their homes. Because the return necessitated logistical preparations to be made and entailed costs such as those relating to the swab tests, fare and food allowance, the travel of the delegation was planned to be carried out in batches. At least four of the delegates have so far returned to their place, and another batch was scheduled to return this week," the statement explained.

"Here, no rescue need ever be conducted because the presence of the lumads in the retreat house was for their welfare and well-being, and all throughout, they were nurtured, cared for, and treated with their best interest in mind."

READ THE JOINT STATEMENT BELOW! #SaveOurSchools pic.twitter.com/vOL8Uw3y98

- Sarah Elago (@sarahelago) February 15, 2021

As of writing, there have been no further updates regarding the fate of those detained. But numerous groups have openly condemned the operation online, claiming that the police forces worked under the guise of a "rescue operation" to justify detaining yet another Lumad community. This is considering the many years of oppression the indigenous group has had to endure, under what many believe to be acts of state terrorism to get them to give up their ancestral lands.

Many even point out the militarization of the state against Lumad communities as forceful methods to claim their land for corporate development, mining, and the like. The indigenous people have been fighting this fight for years, seeing it as their duty to protect their holy ground, despite of the continual bombing and military intrusion they have been attacked with.

To date, over 170 Lumad schools have been ordered to shut down by the government with claims that they were being used to train communist rebels for the New People's Army (NPA). These are academic institutions ran by Lumad elders, volunteer teachers, and various religious groups seeking to help the community. However, given the number of schools that were closed down, they have had no choice but to seek education in far-flung areas from their homes such as the program in Cebu, and more.

WHAT IS A LUMAD SCHOOL?

Under the Duterte regime, 176 Lumad schools were forcibly shutdown by the Department of Education and the state forces affecting more than 5,000 Lumad students.#FreeLumad25 #StandWithBakwitSchool#SaveLumadSchools#StopTheAttacks pic.twitter.com/N8Ei3FSfa4

- mayka #SaveLumadSchools (@notnotalmira) February 15, 2021

An Infographic on the Lumad Schools situation#OustDuterte #SaveOurSchools #Lumad#StopTheAttacks pic.twitter.com/3ITQ0fZwL7

- Asian Vault Boy (@VaultAsian) February 15, 2021

Aggressive militarization of Lumad lands has made it impossible for indigenous children to learn in their own schools. Because of this, they have fled their homelands to form "bakwit" schools in sponsor campuses in the cities.#FreeLumad25 #StandWithBakwitSchool pic.twitter.com/i9RcRzQFcQ

- Save Our Schools Network (@savelumadschool) February 15, 2021

As the issue continues to grow on social media, an even louder call to cease attacks against Lumads have been gaining attention. Topics like #SaveOurSchools, #SaveLumadSchools, #FreeLumad25, #StandWithBakwitSchools, #StopTheAttacks, and more, have been trending alternately since the video was released.

At the end of the day, we all just wish for peace and order across the country. And at the very least, we all hope for our schools to be safe sanctuaries where the next generations can be educated without fear of being attacked and harassed at random.

No matter if there's truth in the so-called "rescue operation" or not, we must demand humanity from the people who swore to protect us in the first place, and end this culture of violence surrounding law enforcement.

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UNDERSTANDING THE LUMAD'S PLIGHT AND THE RESOUNDING CALL TO #SAVEOURSCHOOLS - The POST

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On February 15, 2021, the PRO-7 and DSWD raided the Bakwit School in the University of San Carlos, Cebu to rescue children allegedly kept by priests and educators without their parents' consent.

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8.) PUBLIC SERVICE MESSAGE OR PROMOTIONAL VIDEO

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8.) PUBLIC SERVICE MESSAGE OR PROMOTIONAL VIDEO

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URL: https://www.youtube.com/watch?v=hF1HVZU0x5E
TITLE: Indigenous Peoples of Mindanao 'Lumad' Take On the #PassTheBrushChallenge
AUTHOR: Liyang Network
DATE: May 13, 2020
KEY INFO: Lumad students of Sabokahan and Save Our Schools Network show their daily routines and uplift their demands while in Bakwit (evacuation) school.

(Researched by: GEROLAGA)

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Indigenous Peoples of Mindanao 'Lumad' Take On the #PassTheBrushChallenge

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Dining room in a school, Isla de Basilan, Mindanao

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URL:
https://devpolicy.org/rebuilding-education-peace-mindanao-20170920/
TITLE: Rebuilding education and peace in Mindanao
AUTHOR: DEVPOLICY (By: Imelda Deinla)
DATE: September 20, 2017
KEY INFO: Inability to access effective basic services from state institutions such as quality education due to poverty and family related problems. This can be reflected towards those who belong to Mindanaoan Indigenous Tribes as they also suffer from poverty and that the government doesn't really prioritize such matter as they have their eyes on other things that they label as more important to tackle with.

Ella, not her real name, was allegedly caught as an ‘amazon’ or woman fighter for the MNLF [Moro National Liberation Front] during the Zamboanga siege in September 2013. Her family is poor and she supported herself through vocational school by selling in the market. She was ‘forced’ to leave her studies to help raise funds for a big amount of dowry that her brother needs to pay for his bride’s family. To prevent rido or clan feuding, the brothers had to get married even if they were too young to settle down. Ella and her younger siblings stopped going to school to help in paying for the family’s debts and in earning a living for the family.

(Researched by: ROCA)

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URL: https://knkphil.wixsite.com/website/post/lack-of-quality-education-in-rural-areas-in-the-philippines
TITLE:

Lack of Quality Education in Rural Areas in the Philippines

AUTHOR: Mehek C.
DATE: December 18, 2021
KEY INFO: In the Philippines, lack of quality education has always been an issue, but in recent years we are seeing a growing gap between the quality education of those in rural areas and those in urban areas. Although public education is free, there are many obstacles standing in the way for students living in rural Philippines to receive the quality education they deserve. These obstacles prohibit the majority of children living in rural areas, specifically those who belong to Mindanaoan Indigenous Tribes for this matter, from receiving a proper schooling, affecting their future opportunities and possibilities.

(Researched by: DESPARES)

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Lack of Quality Education in Rural Areas in the Philippines

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Written by: Mehek C. Visual by: Miki L. In the Philippines, lack of quality education has always been an issue, but in recent years we are seeing a growing gap between the quality education of those in rural areas and those in urban areas.

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URL: https://www.youtube.com/watch?v=FRy5cbCynHw
TITLE: In Mindanao, School for Indigenous Tribes Continues Amid Threats
AUTHOR: The Diplomat
DATE: SEPTEMBER 26, 2017
KEY INFO: Educating the Lumads (indigenous people) for free to help emancipate them from discrimination and thrive for their right of self determination, the Alternative Learning Center for Agricultural Development (ALCADEV), was established near their communities. The Lumads' school provided them with a lot of support, especially in day-to-day activities.

Like the rest of indigenous people, they blame the lack of education for signing contracts that yielded their lands in exchange of canned goods and dried fish.

(Researched by: ABELLANA)

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In Mindanao, School for Indigenous Tribes Continues Amid Threats

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URL: https://www.facebook.com/usadlumad/photos/a.112357600681389/113311267252689/?type=3
TITLE: Education of Lumads
AUTHOR: Usad Lumad
DATE: November 11, 2020
KEY INFO: This infographic showcases the education situation of our Lumad brothers and sisters. Let us listen to their voices and join them in fighting for their right to quality education.

The Philippines is composed of 14 to 17 million indigenous peoples (IPs) belonging to 110 ethno-linguistic groups, according to a study by the United Nations Development Programme (UNDP). Majority of them are in Mindanao (61%). The Save Our Schools Network recorded 1,030 incidents of attacks on IP schools under the Duterte administration, which included 31 Lumad teachers facing “fabricated” charges. According to the Save Our Schools Network There are 178 out of 215 Lumad schools closed with 5,579 students disenfranchised and 9 out of 10 Lumad children have no access to education.

(Researched by: GEROLAGA)

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URL: https://www.deped.gov.ph/wp-content/uploads/2016/04/DO_s2016_22.pdf
TITLE: Indigenous Peoples Education Program - deped
AUTHOR: The Department of Education (DepEd)
DATE: April 19, 2016
KEY INFO: The Indigenous Peoples Education (IPEd) Program is DepEd's response to the right of Indigenous People (IP), to basic education that is responsive to their context, respects their identities, and promotes the value of their indigenous knowledge, skills, and other aspects of their cultural heritage. For this matter, such a program can be aligned for those learners who belong to Mindanaon Indigenous Tribes. The Lumads can be an example of those who belong to such tribes.

Specifically, the objectives of the IPEd Program are the following:
a.) make the curriculum culturally responsive to the specific community context of IP learners;
b.) build the capacity of teachers, school heads, and other concerned personnel at different levels of governance in implementing culture-based education for IPs;
c.) support the development of culturally appropriate learning resources and learning environment responsive to the specific community context of IP learners;
d.) strengthen the policy environment supportive of IPEd; and
e.) address the learning needs of IP learners who lack access to basic education services.

(Researched by: CAMBANGAY)

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URL: https://youtu.be/Y2Y6NVlY1oM
TITLE: Fulfilling Dreams of an Education for Indigenous People in the Philippines
AUTHOR: ADB (Asian Development Bank)
DATE: March 11, 2016
KEY INFO: Members of the Mangyan tribe from the island of Mindoro, Philippines, are overcoming centuries of prejudice against formal education by taking advantage of new schooling opportunities. Some are going on to become teachers who in turn educate those who are still illiterate. Some members of the Mangyan indigenous group in the Philippines have traditionally rejected education, seeing it as a negative influence on their customs. Today, that is changing. At one elementary school on the central Philippine island of Mindoro, children are breaking with tradition and pursuing an education. The aspirations of the children are being supported by an Asian Development Bank program that is helping local governments in the Philippines finance and improve the delivery of public services.

(Researched by: CAMBANGAY)

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Fulfilling Dreams of an Education for Indigenous People in the Philippines

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14.) NON-GOVERNMENT ORGANIZATION OR ACADEMIC INSTITUTION ARTICLE

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14.) NON-GOVERNMENT ORGANIZATION OR ACADEMIC INSTITUTION ARTICLE

# data[].attributes.body
URL: https://iemergence.org/

TITLE: iEmergence Incorporated (NGO)

AUTHOR:

- Matt LeBlanc (Executive Director)

- Faith Dima-ano (Administration)

- Kharla Acosta (Program Manager)

DATE:

1996 (started)

September 2008 (foundation for the iEmergence initiative)

KEY INFO: To ensure a step towards equal opportunity quality education, especially to the Indigenous youths this  iEmergence Incorporated non-government organization aids in supporting our Indigenous Tribes with their projects, and one of these is committing to providing educational facilities and materials in Indigenous areas here in Davao city. “Learning to build, Building to learn”.

This is one of their projects that helps the communities of Ata tribes here in Davao towards their goal Panuluanan which focuses on cultural learning and leadership development. The iEmergence seeks to help the Ata communities for building a place for learning, with this the iEmergence commits and hopes to walk with the Ata community in this journey of cultural regeneration even further. Through continued collaboration and partnership with the community and other stakeholders.

(Researched by: NECESITO)

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URL: https://www.rappler.com/newsbreak/251296-making-space-lumad-schools-challenges/
TITLE: [PODCAST] Making Space: Lumad schools face challenges after government-ordered closure
AUTHOR: Rappler
DATE: February 10, 2020
KEY INFO: Lumad groups, led by the Save Our Schools Network, have been working to raise awareness about the plight of Lumad children, especially since the declaration of martial law in Mindanao.

Throughout the implementation of martial law in the southern Philippines, the Lumads experienced intensified attacks and militarization of areas where their schools were located.

They also found themselves as targets of a military vilification campaign that alleged their schools were being used as training centers for the communist New People’s Army (NPA).

(Researched by: DABLO)

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[PODCAST] Making Space: Lumad schools face challenges after government-ordered closure

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What challenges lie ahead for indigenous children in Mindanao after the government closed down 54 Lumad schools? Rius Valle of the Save Our Schools Network give us some answers.

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PAMULAAN - An Indigenous University (Researched by: Helaena Manuelle Hope G. Necesito)

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URL: https://www.youtube.com/watch?v=hr8FipuFkWM

TITLE: PAPAMULAAN - An Indigenous University

AUTHOR: Gemma Sethsmith

DATE: January 31, 2019
KEY INFO: The University of Pamulaan located in Mintal Davao City, which is facilitated by the University of Southern Philippines, gave Indigenous students rights to quality education. Their courses (Teacher training degree, Sustainable Agriculture Degree, Social Entrepreneurship Degree) are based on the knowledge, needs, and cultural practices of the indigenous people. This university is supported by the Government where schools are built in Indigenous people areas, indigenous teachers, and culturally sensitive education. System's goal of "integration through education".

(Researched by: NECESITO)

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URL: https://www.researchgate.net/publication/327101970_The_Indigenous_Peoples_Inclusivity_on_Integration_through_Education
TITLE: The Complexity of Managing Local Government in Selected ASEAN Countries

CHAPTER: The Indigenous Peoples Inclusivity on Integration through Education

AUTHORS: Chanda Pearl Simeon, Jed Otano, Jamelyn Palattao

DATE: January 2017
KEY INFO: Inclusive education in the Philippines played a significant role and fundamental way in creating learning environments that foster educational systems with lifelong learning and economic opportunities especially for students at risk of being marginalized in school.

In Southern Philippines, the Mindanao State University-Iligan Institute of Technology had long been serving as a social laboratory for national unity and integration through its mandated Charter. However, the current issues and challenges on inclusive education are highly evident within the institution which led to the questioning of its Charter, particularly among the children of Indigenous People or the Lumad's access to opportunities provided for students in tertiary education.

(Researched by: GEROLAGA)

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URL: https://www.academia.edu/45496541/PROTECTION_OF_THE_LAND_LUMAD_STRUGGLES_AND_RESPONSE_TO_EDUCATION
TITLE: Protection of the Land: Lumad Struggles and Response to Education
AUTHORS: Christopher P. Galang, Adrian Dominique P. Gamboa, Dale John M. Santos
DATE: November 29, 2020
KEY INFO: Several human rights of the Lumad have been violated, as shown by the framing analysis of the alternative news about the Lumad, depicting their sentiments and voices regarding the extra-judicial killings, the militarization of their communities, the disruption of their livelihood as farmers and their evacuation from their homes due to the militarization and killing of their leaders.

These rights include:
- The right to life.
- Liberty and security.
- Freedom from arbitrary arrest.
- Freedom from interference with privacy, family,
home and correspondence.
- The right to own property (their ancestral lands).
- The right to desirable work
- The right to an adequate standard of living (as they were forced to leave their homes)
- The Lumad children’s right to education.

All of the respondents said that they are affected by fighting for the lands and education of the Lumad people. Since the school is part of the overall society, teachers are
the first target, next to the Lumad Indigenous group. Also, they are affected since they are with the people wherever the circumstances take them. Most of the teachers of these schools were harassed, threatened and accused of being members of the NPA. Trumped up criminal cases, including genocide and kidnapping, were also filed against them and
leaders of the local Lumad organizations.

(Researched by: DABLO)

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PROTECTION OF THE LAND: LUMAD STRUGGLES AND RESPONSE TO EDUCATION

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This study examines the struggles of Lumad people in terms of persistence in the right to have a proper education and also how they defend their ancestral lands, caused by the rampant militarization of the state. Using phenomenological approaches,