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Umayamnon Tribes’ Awareness on their Right to Education: Basis for Intervention
Corresponding Author(s) : Ken L. Comonong
Proceedings Universitas Muhammadiyah Yogyakarta Undergraduate Conference,
Vol. 3 No. 1 (2023): Crafting Innovation for Global Benefit
Abstract
The Umayamnon tribe in Sitio Calacapan, Cabanglasan, Bukidnon shows signs that this tribal community is insecure about essential government services, especially education. These issues are visible in the Umayamnon Tribe in Sitio Calacapan, Philippines, where these tribal groups do not have equal access to primary Education. The purpose of this study is to improve the awareness of this tribal group on their rights to Education and to make this paper the basis of the Government's provision of educational establishments and facilities in the tribal community. This study used a Descriptive-quantitative research design to assess their awareness regarding their rights to Education accurately and applied purposive sampling. A survey form was employed to gather data. The findings state that the participants have 'fair awareness' of their right to Education as mandated in the IPRA Law 1997. Further, it was found that the Umayamnon Tribes' level of awareness showed a significant difference when the participants were grouped according to their highest level of educational attainment. Therefore, The Umayamnon Tribe in Sitio Calacapan is not well informed or knowledgeable of their rights and privileges as members of the IPs/ICCs vis-à-vis their Right to Education, and the Participants’ level of Education influences their awareness of their right to Education. Further, this is an alarming message to the National Department of Education (DepEd), the National Commission on Indigenous People (NCIP), Indigenous People Mandatory Representatives (IMPRs), and the Local Government Units (LGUs) of the Philippines to further boost and provide more mechanisms for addressing this issue.
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- Annual Poverty Indicators Survey (APIS). Philippines Statistics Authority. Retrieved from: https://rssoncr.psa.gov.ph/poverty.
- Adonis N., Couch J. (2017). “The trails to get there”: Experiences of attaining higher education for Igorot Indigenous Peoples in the Philippines. Australian Journal of Adult Learning, 57(2). https://files.eric.ed.gov/fulltext/EJ1148625.pdf
- Baker, C. (2007-08). Aboriginal Student Achievement and Positive Learning Outcomes in Canadian Schools: Promising Practices. In Saskatchewan Ministry of Education (Ed.), Diverse Educational Systems and Learning. Calgary, Canada: University of Saskatchewan
- Bamba J., et al. (2021). Community Organizing for Indigenous People in the Philippines. medRxiv Org. DOI: 10.1101/2021.06.24.21259509
- Blake, J. (2015). Cultural Heritage and Intellectual Property Law. International Cultural Heritage Law, 230–270. https://doi.org/10.1093/acprof:oso/9780198723516.003.0007
- Cahapay, M. B. (2021): Philippine Basic Education Learning Continuity Plan: Creating Space for Indigenous Peoples Toward Inclusive post-COVID-19 Education. International Journal of Pedagogical Development and Lifelong Learning, 2(1), ep2102. https://doi.org/10.30935/ijpdll/9294
- Canadian Council of Ministers of Education's report (2010). Over 50 years of Pan-Canadian Leadership in Education. Retrieved from: https://www.cmec.ca/321/PCAP_2010.html.
- Canadian Council on Learning (2013). What factors facilitate aboriginal post-secondary success? Retrieved on February 2, 2013, from http://www.aved.gov.bc.ca/ccl_question_scans/ documents/6-Aboriginal_Post-Secondary_Success.pdf
- Chandra, D. V. (2014). Re-examining the Importance of Indigenous Perspectives in the Western Environmental Education for Sustainability: “From Tribal to Mainstream Education.” Journal of Teacher Education for Sustainability, 16(1), 117–127. https://doi.org/10.2478/jtes-2014-0007
- Coates, S.K., Trudgett, M. & Page, S. Indigenous institutional theory: a new theoretical framework and methodological tool. Aust. Educ. Res. (2022). https://doi.org/10.1007/s13384-022-00533-4
- Daniels, B., & Sterzuk, A. (2022). Indigenous Language Revitalization and Applied Linguistics: Conceptualizing an Ethical Space of Engagement Between Academic Fields. Canadian Journal of Applied Linguistics, 25(1), 1–18. https://doi.org/10.37213/cjal.2022.31841
- Demitra, D., & Sarjoko, S. (2018b). Effects of Handep Cooperative Learning Based on Indigenous Knowledge on Mathematical Problem-Solving Skill. In International Journal of Instruction (Vol. 11, Issue 2, pp. 103–114). Osmangazi University. https://doi.org/10.12973/iji.2018.1128a
- Domingo S., & Manejar A.J., (2020). Parental Involvement in the Education Development of Indigenous People in Selected Elementary Schools in the Northern Part of Mindanao, Philippines. Asian Journal of Research and Reports. DOI: 10.9734/AJARR/2020/v13i230304 https://www.researchgate.net/publication/343669608
- Donato-Kinomis, X. (2016). Indigenous Knowledge Systems and Practices (IKSPs) in the Teaching of Science. Retrieved from: https://shorturl.at/JRTY4
- Eduardo, J. P., & Gabriel, A. G. (2021). Indigenous Peoples and the Right to Education: The Dumagat Experience in the Provinces of Nueva Ecija and Aurora, in the Philippines. SAGE Open, 11(2), 215824402110094. https://doi.org/10.1177/21582440211009491
- Enteria, O. C. -, & Tagyam, R. P. (2020). Parental Involvement in the Education Development of Indigenous People in Selected Elementary Schools in the Northern Part of Mindanao, Philippines. Asian Journal of Advanced Research and Reports, 16–27 https://doi.org/10.9734/ajarr/2020/v13i230304
- Freire P. (2000). Pedagogy of the oppressed (Macedo D., Trans.). The Continuum International Publishing Group.
- Fiagoy, G. L. (2000). Adult Education and Indigenous Peoples in the Philippines: International Survey on Adult Education for Indigenous Peoples. Hamburg, Germany: UNESCO Institute for Education.
- Flor, A. G. (2013). Exploring the downside of open knowledge resources: The case of indigenous knowledge systems and practices in the Philippines. Open Praxis, 5(1). https://doi.org/10.5944/openpraxis.5.1.15
- Forum for International Research in Education, 5(3). https://doi.org/10.32865/fire201953174
- Fullerton, S. (n.d.). Indigenous Education: Land as Text. https://eric.ed.gov/?q=+indigenous+education%3aland+as+trxt&ft=on&id=EJ1304405
- General framework for the protection and promotion of indigenous kn0wledge systems and practices (n.d.). Retrieved from: https://shorturl.at/wzEM1
- Hare J. (2010). Holistic education: An interpretation for teachers in the IB programmes [IB position paper]. International Baccalaureate Organization. https://www.semanticscholar.org/paper/Holistic-education%3A-An-interpretation-for-teachers-Hare/cf3826aa7de1a7bd1f4e1d50339c02e76040c38e
- Kim H, Sefcik JS, Bradway C. Characteristics of Qualitative Descriptive Studies: A Systematic Review. Res Nurs Health. 2017 Feb;40(1):23-42. doi: 10.1002/nur.21768. Epub 2016 Sep 30. PMID: 27686751; PMCID: PMC5225027.
- Krakauer, J. (2015); Indigenous Cultural Awareness in the teaching space: Critical Pedagogies and Improving Indigenous Learning outcome through Culturally Responsive. Indigenous Cultural, Education and Globalization pp159-179. DOI:10.1007/978-3-662-48159-2-9
- Leano, A.J.; Rabi, N.M & Piragasam, G. (2019): SPEAKING DIFFICULTIES OF PHILIPPINE INDIGENOUS LEARNERS IN ENGLISH SEMANTICSISSN 2550- 1763 http://ejournal.upsi.edu.my/index.php/SAECJ
- Linda, K. & Sabine, S. (2004): Challenge of Education: Practice and Perspective ISBN :978-92- 3-103934-8, 92-3-103934-2
- Mangkhang, C. (2022). Area-Based Participatory Action Learning of Social Studies Pre-service Teachers to Develop Indigenous History Learning Resources for Diversity Students in Northern Thailand. Higher Education Studies, 12(2), 20. https://doi.org/10.5539/hes.v12n2p20
- May, S. (1998). Language and Education Rights for Indigenous Peoples. Language Culture and Curriculum, 11(3), 272–296. https://doi.org/10.1080/07908319808666557
- McIvor, O., & Ball, J. (2019). Language-in-education policies and Indigenous language revitalization efforts in Canada: Considerations for non-dominant language education in the Global South.
- Moya-Santiagos, P., & Quiroga-Curín, J. (2022). An overview of Indigenous peoples in Chile and their struggle to revitalise their native languages: the case of Mapudungun. London Review of Education, 20(1). https://doi.org/10.14324/lre.20.1.10
- Rimando, A. J. (2013). DepEd adopts education framework for Phl Indigenous Peoples, Philstar. Retrieved on February 2, 2013, from http://www.philstar.com/educationand- home/2013/02/28/914062/deped-adopts-education-framework-phlindigenous-peoples
- Senanayake, S. G. J. N. (2006). Indigenous knowledge as a key to sustainable development. Journal of Agricultural Sciences, 2(1), 87. https://doi.org/10.4038/jas.v2i1.8117
- Te Waka Pu Whenua Trust/ Kaumatua of Taumarunui (2003) Reading our land: Case study of the Waka Pu Whenua, Maori Adult Education Centre in New Zealand. Synopsis. New Zealand IEP Case Study. ASPBAE
- The International Education Journal: Comparative Perspectives Vol. 18, No 3, 2019, pp. 14-24 https://openjournals.library.sydney.edu.au/index.php/IEJ
- Toulouse, P. R. (2008). Integrating aboriginal teaching and values into the classroom. What Works? Research into Practice, 1-4. etrieved on February 2, 2013, Retrieved from http://www.edu.gov.on.ca/eng/literacynumeracy/inspire/research/Toulouse.pdf
- United Nations (2015). Operationalizing Leaving no One Behind. Retrieved at: https://unsdg.un.org/sites/default/files/2022-04/Operationalizing%20LNOB%20-%20final%20with%20Annexes%20090422.pdf.
- Vecaldo, R. T., Tamayao, A. I., Mamba, M. T., Asuncion, J. E. L., Paat, F. M. G., & Pagulayan, E. S. (2020). Academic Profile and College Preparedness of K-12 Graduates: The Case of the Indigenous Peoples (IPs) in the Northern Philippines. Journal of Education and E-Learning Research. https://doi.org/10.20448/journal.509.2020.74.437.445
- Wa-Mbaleka S., (2013) Quality Education for Native Filipinos: A Phenomenological Case Study of Indigenous Learners. Research Gate 2022. DOI: 10.7718/ijss. v6i1.510
- Wodon, Q., & Consentino G., (2019). Education, language, and indigenous peoples. World Bank Blogs. Retrieved from: https://blogs.worldbank.org/education/education-language-and-indigenous-peoples.
- Legal Sources
- NCIP Administrative Order no. 001, s. 2009 - National Guidelines for the Mandatory Representation of Indigenous Peoples in Local Legislative Councils - Supreme Court E-Library.
- Section 4: Operating Principles (f). Capacity Building Section 14: Responsibilities of NCIP (a). Facilitate the conduct of general assemblies for Information.
- Republic Act No. 8371: An Act to Recognize, Protect and Promote the Rights of Indigenous Cultural Communities/Indigenous Peoples, creating a National Commission on Indigenous Peoples, Establishing Implementing Mechanisms, Appropriating Funds therefore, and for other Purposes.
- Chapter 5, Section 28: Integrated System of Education Chapter 6, Section 30: Educational Systems
- Chapter 6, Section 34: Right to Indigenous Knowledge Systems and Practices and to Develop Own Sciences and Technologies
- United Nations Declaration of Indigenous Peoples Rights (UNDRIP): Article 14: (1-3), Art. 15: (15), Art. 21: (1)
References
Annual Poverty Indicators Survey (APIS). Philippines Statistics Authority. Retrieved from: https://rssoncr.psa.gov.ph/poverty.
Adonis N., Couch J. (2017). “The trails to get there”: Experiences of attaining higher education for Igorot Indigenous Peoples in the Philippines. Australian Journal of Adult Learning, 57(2). https://files.eric.ed.gov/fulltext/EJ1148625.pdf
Baker, C. (2007-08). Aboriginal Student Achievement and Positive Learning Outcomes in Canadian Schools: Promising Practices. In Saskatchewan Ministry of Education (Ed.), Diverse Educational Systems and Learning. Calgary, Canada: University of Saskatchewan
Bamba J., et al. (2021). Community Organizing for Indigenous People in the Philippines. medRxiv Org. DOI: 10.1101/2021.06.24.21259509
Blake, J. (2015). Cultural Heritage and Intellectual Property Law. International Cultural Heritage Law, 230–270. https://doi.org/10.1093/acprof:oso/9780198723516.003.0007
Cahapay, M. B. (2021): Philippine Basic Education Learning Continuity Plan: Creating Space for Indigenous Peoples Toward Inclusive post-COVID-19 Education. International Journal of Pedagogical Development and Lifelong Learning, 2(1), ep2102. https://doi.org/10.30935/ijpdll/9294
Canadian Council of Ministers of Education's report (2010). Over 50 years of Pan-Canadian Leadership in Education. Retrieved from: https://www.cmec.ca/321/PCAP_2010.html.
Canadian Council on Learning (2013). What factors facilitate aboriginal post-secondary success? Retrieved on February 2, 2013, from http://www.aved.gov.bc.ca/ccl_question_scans/ documents/6-Aboriginal_Post-Secondary_Success.pdf
Chandra, D. V. (2014). Re-examining the Importance of Indigenous Perspectives in the Western Environmental Education for Sustainability: “From Tribal to Mainstream Education.” Journal of Teacher Education for Sustainability, 16(1), 117–127. https://doi.org/10.2478/jtes-2014-0007
Coates, S.K., Trudgett, M. & Page, S. Indigenous institutional theory: a new theoretical framework and methodological tool. Aust. Educ. Res. (2022). https://doi.org/10.1007/s13384-022-00533-4
Daniels, B., & Sterzuk, A. (2022). Indigenous Language Revitalization and Applied Linguistics: Conceptualizing an Ethical Space of Engagement Between Academic Fields. Canadian Journal of Applied Linguistics, 25(1), 1–18. https://doi.org/10.37213/cjal.2022.31841
Demitra, D., & Sarjoko, S. (2018b). Effects of Handep Cooperative Learning Based on Indigenous Knowledge on Mathematical Problem-Solving Skill. In International Journal of Instruction (Vol. 11, Issue 2, pp. 103–114). Osmangazi University. https://doi.org/10.12973/iji.2018.1128a
Domingo S., & Manejar A.J., (2020). Parental Involvement in the Education Development of Indigenous People in Selected Elementary Schools in the Northern Part of Mindanao, Philippines. Asian Journal of Research and Reports. DOI: 10.9734/AJARR/2020/v13i230304 https://www.researchgate.net/publication/343669608
Donato-Kinomis, X. (2016). Indigenous Knowledge Systems and Practices (IKSPs) in the Teaching of Science. Retrieved from: https://shorturl.at/JRTY4
Eduardo, J. P., & Gabriel, A. G. (2021). Indigenous Peoples and the Right to Education: The Dumagat Experience in the Provinces of Nueva Ecija and Aurora, in the Philippines. SAGE Open, 11(2), 215824402110094. https://doi.org/10.1177/21582440211009491
Enteria, O. C. -, & Tagyam, R. P. (2020). Parental Involvement in the Education Development of Indigenous People in Selected Elementary Schools in the Northern Part of Mindanao, Philippines. Asian Journal of Advanced Research and Reports, 16–27 https://doi.org/10.9734/ajarr/2020/v13i230304
Freire P. (2000). Pedagogy of the oppressed (Macedo D., Trans.). The Continuum International Publishing Group.
Fiagoy, G. L. (2000). Adult Education and Indigenous Peoples in the Philippines: International Survey on Adult Education for Indigenous Peoples. Hamburg, Germany: UNESCO Institute for Education.
Flor, A. G. (2013). Exploring the downside of open knowledge resources: The case of indigenous knowledge systems and practices in the Philippines. Open Praxis, 5(1). https://doi.org/10.5944/openpraxis.5.1.15
Forum for International Research in Education, 5(3). https://doi.org/10.32865/fire201953174
Fullerton, S. (n.d.). Indigenous Education: Land as Text. https://eric.ed.gov/?q=+indigenous+education%3aland+as+trxt&ft=on&id=EJ1304405
General framework for the protection and promotion of indigenous kn0wledge systems and practices (n.d.). Retrieved from: https://shorturl.at/wzEM1
Hare J. (2010). Holistic education: An interpretation for teachers in the IB programmes [IB position paper]. International Baccalaureate Organization. https://www.semanticscholar.org/paper/Holistic-education%3A-An-interpretation-for-teachers-Hare/cf3826aa7de1a7bd1f4e1d50339c02e76040c38e
Kim H, Sefcik JS, Bradway C. Characteristics of Qualitative Descriptive Studies: A Systematic Review. Res Nurs Health. 2017 Feb;40(1):23-42. doi: 10.1002/nur.21768. Epub 2016 Sep 30. PMID: 27686751; PMCID: PMC5225027.
Krakauer, J. (2015); Indigenous Cultural Awareness in the teaching space: Critical Pedagogies and Improving Indigenous Learning outcome through Culturally Responsive. Indigenous Cultural, Education and Globalization pp159-179. DOI:10.1007/978-3-662-48159-2-9
Leano, A.J.; Rabi, N.M & Piragasam, G. (2019): SPEAKING DIFFICULTIES OF PHILIPPINE INDIGENOUS LEARNERS IN ENGLISH SEMANTICSISSN 2550- 1763 http://ejournal.upsi.edu.my/index.php/SAECJ
Linda, K. & Sabine, S. (2004): Challenge of Education: Practice and Perspective ISBN :978-92- 3-103934-8, 92-3-103934-2
Mangkhang, C. (2022). Area-Based Participatory Action Learning of Social Studies Pre-service Teachers to Develop Indigenous History Learning Resources for Diversity Students in Northern Thailand. Higher Education Studies, 12(2), 20. https://doi.org/10.5539/hes.v12n2p20
May, S. (1998). Language and Education Rights for Indigenous Peoples. Language Culture and Curriculum, 11(3), 272–296. https://doi.org/10.1080/07908319808666557
McIvor, O., & Ball, J. (2019). Language-in-education policies and Indigenous language revitalization efforts in Canada: Considerations for non-dominant language education in the Global South.
Moya-Santiagos, P., & Quiroga-Curín, J. (2022). An overview of Indigenous peoples in Chile and their struggle to revitalise their native languages: the case of Mapudungun. London Review of Education, 20(1). https://doi.org/10.14324/lre.20.1.10
Rimando, A. J. (2013). DepEd adopts education framework for Phl Indigenous Peoples, Philstar. Retrieved on February 2, 2013, from http://www.philstar.com/educationand- home/2013/02/28/914062/deped-adopts-education-framework-phlindigenous-peoples
Senanayake, S. G. J. N. (2006). Indigenous knowledge as a key to sustainable development. Journal of Agricultural Sciences, 2(1), 87. https://doi.org/10.4038/jas.v2i1.8117
Te Waka Pu Whenua Trust/ Kaumatua of Taumarunui (2003) Reading our land: Case study of the Waka Pu Whenua, Maori Adult Education Centre in New Zealand. Synopsis. New Zealand IEP Case Study. ASPBAE
The International Education Journal: Comparative Perspectives Vol. 18, No 3, 2019, pp. 14-24 https://openjournals.library.sydney.edu.au/index.php/IEJ
Toulouse, P. R. (2008). Integrating aboriginal teaching and values into the classroom. What Works? Research into Practice, 1-4. etrieved on February 2, 2013, Retrieved from http://www.edu.gov.on.ca/eng/literacynumeracy/inspire/research/Toulouse.pdf
United Nations (2015). Operationalizing Leaving no One Behind. Retrieved at: https://unsdg.un.org/sites/default/files/2022-04/Operationalizing%20LNOB%20-%20final%20with%20Annexes%20090422.pdf.
Vecaldo, R. T., Tamayao, A. I., Mamba, M. T., Asuncion, J. E. L., Paat, F. M. G., & Pagulayan, E. S. (2020). Academic Profile and College Preparedness of K-12 Graduates: The Case of the Indigenous Peoples (IPs) in the Northern Philippines. Journal of Education and E-Learning Research. https://doi.org/10.20448/journal.509.2020.74.437.445
Wa-Mbaleka S., (2013) Quality Education for Native Filipinos: A Phenomenological Case Study of Indigenous Learners. Research Gate 2022. DOI: 10.7718/ijss. v6i1.510
Wodon, Q., & Consentino G., (2019). Education, language, and indigenous peoples. World Bank Blogs. Retrieved from: https://blogs.worldbank.org/education/education-language-and-indigenous-peoples.
Legal Sources
NCIP Administrative Order no. 001, s. 2009 - National Guidelines for the Mandatory Representation of Indigenous Peoples in Local Legislative Councils - Supreme Court E-Library.
Section 4: Operating Principles (f). Capacity Building Section 14: Responsibilities of NCIP (a). Facilitate the conduct of general assemblies for Information.
Republic Act No. 8371: An Act to Recognize, Protect and Promote the Rights of Indigenous Cultural Communities/Indigenous Peoples, creating a National Commission on Indigenous Peoples, Establishing Implementing Mechanisms, Appropriating Funds therefore, and for other Purposes.
Chapter 5, Section 28: Integrated System of Education Chapter 6, Section 30: Educational Systems
Chapter 6, Section 34: Right to Indigenous Knowledge Systems and Practices and to Develop Own Sciences and Technologies
United Nations Declaration of Indigenous Peoples Rights (UNDRIP): Article 14: (1-3), Art. 15: (15), Art. 21: (1)