234429741 1-janneth-r-albino-doc
- 1. Homework Help https://www.homeworkping.com/ Research Paper help https://www.homeworkping.com/ Online Tutoring https://www.homeworkping.com/ACCESSIBILITY OF INDIGENOUS PEOPLE TO BASIC EDUCATION: A CASE STUDY Janneth R. Albino 1st Year Ed.D Student University of Southeastern Philippines Abstract This study aimed to determine the accessibility of indigenous people to basic education. There was only one Ubo-Manobo participated in the case study and interviewed with ten indigenous people participated in the focus group discussion at Marilog District. This is a qualitative study focused on the perception of accessibility to basic education. Introduction Education is one of the most important direct causal factors in this disappearance - behind it are of course the world's political, economic, techno-military and social force research conclusions about results of present-day indigenous and minority education show that the length of mother tongue medium education is more important than any other factor (including socio-economic status) in predicting the educational success of bilingual students. The worst results, including high push-out rates, are with students in programmes where the students’ mother tongues are not supported at all or where they are only taught as subjects. In the Philippines, the Convention on the Rights of the Child (CRC) states in Art. 29 that the education of the child shall be directed to “The development of the child's personality, talents and mental and physical abilities to their fullest potential” and “The preparation of the child for responsible life in a free society, in the spirit of understanding, peace, tolerance, equality of sexes, and friendship among all peoples, ethnic, national and religious groups and persons of indigenous origin.” As stipulated in the ILO Convention No. 169, Art. 29, “The imparting of general knowledge and skills that will help children belonging to the peoples concerned to participate fully and on an equal footing in their own community and in the national community shall be the aim of education for these peoples”. One of the implications is that indigenous children's right to education is not respected unless they become bilingual and bicultural through schooling. Millions of school-age children do not ever enrol in school. Indeed an Page 1 Accessibility of Indigenous People to Basic Education: A Case Study
- 2. estimated 120 million children in developing countries do not attend any school at all and an additional 150 million of those who do enrol in school drop out before completing the four years necessary to develop sustainable literacy skills (UNESCO, 2000). Access to education, health facilities and child labour are major issues that affect the child in the world today. Worst hit by these issues are indigenous people that world over in attaining equal level of education with majority groups. In most circumstances the remoteness of their dwelling, social and economic positions ensures that indigenous people remains disadvantaged (Chinwuba, 2008 ). The Education Status of the Indigenous People aged between 6 and 12 years inclusive show that 40.4% pupils in Marilog had never been to school. Currently the illiterate population in some area in Bukidnon is 2,270 out of a population of 5,575. A gender comparison shows that literacy is more in females than in males. Poverty is a key factor that affects the access to education. The Indigenous people economically disadvantaged because of their lack of education. In most instances, they are unable to afford books, uniform and other accessories that children need to enjoy the benefits of education. In addition to poverty, discrimination is also a major characteristic of the indigenous in their quest for education (Mohanty, 2004). A good educational programme leads to the following goals from a language(s), identity, labour market and life chances point of view: high levels of multilingualism; a fair chance of achieving academically at school; strong, positive multilingual and multicultural identity and positive attitudes towards self and others; and, a fair chance of awareness and competence building as prerequisites for working for a more equitable world, for oneself and one's own group as well as others, locally and globally (Skutnabb- Kangas 2004). Of course the education of indigenous children also has to fulfil further demands that can be made on any good education (these include issues presented by the UN Special Rapporteur on the Right to Education in her reports, e.g. removing the barriers to access discussed below). First we concentrate mainly on the language of instruction. We give here a short overview, with examples, of how indigenous children have been and are being educated in various parts of the world and with what results. As we will show, those educational models used in the education of indigenous and minority 3 children which use mainly dominant languages as languages of instruction can and do have extremely negative consequences for the achievement of the four goals and thus the right to education. Trends towards privatisation and increased relationships with corporations have created a sentiment of distrust and disillusionment with the education system and fostered the idea that “as in other places, education will become available only to the elite” (anonymous 2002: IYP submission, The Netherlands). There are fears that Indigenous people’s lack of access to relevant and quality education will lead to greater global inequality. For example, evidence from Africa highlights that “the youth cannot take advantage of the information revolution and are likely to be even more marginalised and intellectually and economically stagnant” (Ogum, O. 2002: IYP submission, Republic of South Africa).There are some trends that cut across all the issues relating to Indigenous People and education. Mindful of the fact that the access to education is a human right and the threat posed by the inability of the Indigenous people to access education, this study assesses the accessibility of Indigenous child to basic education, with the Manobo as a case study. These have, in general, led to improved Gender Parity Indicators (GPI), Gross Enrolment Rates GER),and survival and completion rates at the national level. Page 2 Accessibility of Indigenous People to Basic Education: A Case Study
- 3. Primary school enrolment growth has been sustained at 3.5% in 2003-04, with an overall growth of 8.6% between 2001-02 and 2003-04. This has resulted in a significant increase in students enrolled from 2.72 million to 2.96 million over the period from 2001-2004. Primary enrolment growth for girl students has been particularly positive with increases of 3.24% in 2003-04 and 9.32% over the period 2001-02 to 2003-04. The significant increases in enrolment have outstripped the projected population growth, estimated at 2.7% per year, and as a result the Gross Enrolment Ratio (GER) has increased from 84% to 86% (female increase from 80% to 83%, male increase from 87% to 90%) over the two year period. In spite of these achievements, the percentage of the trained teaching force which is an enabling factor in the provision of quality education has increased marginally at the primary level and fallen at the JSS level. Another study conducted in Ghana, formerly the Gold Coast, gained full independence in 1957. During the 1950s and 1960s her education system was the envy of much of the rest of sub-Saharan Africa. Access to basic education, indicated by enrolment rates, increased over the decades, especially between 1991 and 1998. It levelled off between 1998 and 2006, increasing again thereafter following the introduction of the ‘capitation grant’ designed to relieve parents of the burden of paying tuition fees in public schools. Since the early 1950s a number of policies to increase access to all levels of education have been implemented, several of which are described in CREATE’s Country Analytic Review on Ghana (Akyeampong et al, 2007). Major policy initiatives in basic education in Ghana are numerous. Most commentators on the history of educational policy in Ghana agree that each successive policy text owes much to the policy themes set out in earlier texts. Recurring policy themes include the provision of free education and the need for a practical, vocationally oriented education. The call for free primary education goes back to at least 1951, and that for practical, vocationally-oriented education to as early as 1847, during the British colonial period. Recurring policy concerns include access, quality and costs, with varying emphases at different points in time. Francis Watkins and Shalini Bahuguna (2007) report on an innovative programme which is helping to make a difference for millions of children in Nigeria who are out of school. It is estimated that there are between 7 to 9 million children in Nigeria who are out of school. Social Development Direct, as a core partner in the Education Sector Support Programme in Nigeria (ESSPIN), is helping to change this through technical assistance provided directly to state and federal governments. ESSPIN is one of the UK government's largest international development programmes and will support quality basic education reform over a six- year period. SDDirect's technical assistance is targeted at ensuring access to basic education services as well as equity in educational outcomes. The programme is part of efforts to help countries in the developing world achieve Millennium Development Goals by 2015. According to the case study conducted by Gune (1995) stated that the International Consultative Forum on Education for All commissioned case studies in developing countries as part of a mid-decade review of progress in expanding access to basic education. This paper examines a project in Turkey that provided basic education and health services to the children of seasonal agricultural workers. Between March and October, agricultural workers in Southeastern Turkey migrate to the Cukurova region to help with the harvest. Migrant families live in tents without utilities and have little access to educational or health services. Funded by the Ministry of Turkish National Education and the United Nations International Children's Page 3 Accessibility of Indigenous People to Basic Education: A Case Study
- 4. Fund, the project provided basic education to a total of 1,136 children between 1991 and 1995. However, the number of children served declined drastically in 1994 and 1995. Interviews with participants, observations in project schools and workers' tents, and a review of project documents examined the initial needs analysis, program structure, curriculum, teacher selection, in-service education, and organizational collaboration. The decline in program effectiveness stemmed from implementation difficulties related to staff turnover, lack of teacher incentives, bureaucratic constraints, lack of follow-up, and the centralized style of government policy. Nevertheless, the program had important impacts on participants: changes in parents' and children's educational and health attitudes, subsequent enrolment of many children in regular school, improved professional skills for teachers, and increased awareness among high-level officials of educational delivery problems among diverse populations. The researcher has been challenged to pursue this study in order to assess the study and look for findings that contributes to the department of education. Framework of the Study “If the Accessibility is easy for the indigenous people to basic education, literacy is indeed highly implemented then education for all in apparent” METHOD Presented in this chapter are the research method used, case study, guided questions for interview, data gathering procedure, and data analysis. The researcher of this study constructed a qualitative questionnaire and made an interview in gathering data among respondents. This research study employed triangulation method to validate the result, and it focused on the dimensional access study of indigenous people to basic education. Participants The respondents of the study were the indigenous people in Marilog District, Davao City. Ten graduating pupils of Magsaysay Elementary School for focus group discussion and interview using the guided questions and used also for interview and only one individual indigenous person participated in this case study. The sample comprised of 11 female (Ubo-Manobo, Matigsalog, and Bagobo tribe), with ages ranging from 12 years old to 17 years old. The highest education level of the sample varied from completion of basic education. They were given questionnaire and interviewed by the researcher. Question addressed by this study was: 1. What is the perception of the indigenous people on their accessibility to basic education? The study sought to achieve the following: 1. Highlight the perception of the Indigenous people on the access to basic education? 2. Make conclusions and recommendations that will enhance the Page 4 Accessibility of Indigenous People to Basic Education: A Case Study Basic Education Indigenous People Interview: Case Study
- 5. access to basic education of the Manobo child. All interviews were transcribed verbatim, resulting in some pages of data. Content analysis was served as the basis for the data analysis. This approach was selected as it is useful for identifying core consistencies and meanings from a large quality of qualitative data. Asking permission is necessary from the office of the District Supervisor and the office of the Barangay Captain before the administration of the survey. Data gathered were analyzed and interpreted based on the data obtained from the questionnaires. Results and Discussions The researcher was able to interview 10 indigenous students composed of Ubo-Manobo, Bagobo, Ata-Manobo and Matigsalog. Most of them were graduating pupils of Magsaysay Elementary School. All their answers were almost similar. Confession from an indigenous pupil who is a graduating student of Magsaysay Elementary School in Marilog District, Davao City said, “I go to school everyday because I want to learn especially in reading and writing.” Among the 10 indigenous people who were able to answer the questionnaire, only three confessed that they do not have the desire to finish the basic education due to poverty. For them education is costly and unnecessary because of their economic status. During the interview process, the researcher felt compassion to some of them, when pupil 1 said “I am not sure of my future, we are six children in the family and my parents are simply farmers. I don’t know whether I can finish my education. Some of them also were interested to enrol in school just like an indigent said, “Walking is the only means of transportation in order to reach the school site. I like to go to school daily” Daily walking going to school is a great effort to some of them, however, it is rewarding because at the end of their endeavour, they come up with a graduation ceremony in school with honors and special awards. This has inspired them to pursue education up to the higher level. One Matigsalog said, “I commit myself to finish until high school as a working student, a teacher of mine told me that she will enrol me to high school, I am very happy to know that my teacher has a good plan for my future.” In the middle of the interview, the researcher has mentioned their possible reasons of absences in classes, one Ubo- Manobo said, “ We do not have “ba-on mam, kulang pagkaon ma’am,”...(about to cry) one time, I got sick due to malaria. My brother died due to malaria illness.” I have fear whether I can finish education or not. I am not sure of my commitment to really finish my studies within this school year” Some educator said that “Poverty is not a hindrance to success”. Rainy days are the most difficult days for indigenous people in Marilog District. The roads are muddy, there were landslides, overflowing flood in the bridge, they choose to walk in the midst of heavy rains, just to reach school site. One Indigenous person said “during rainy season, I usually use big leaves to cover my head while walking going to school. For me, it was fun. The researcher was impressed to the initiatives of these people in far flung area, they truly find ways and means in order to reach school and learn. Another Ubo- Manobo said, “Education for me is very important, no matter what hinders the access to education, I will surely look for better solution because I am very interested to learn”. Page 5 Accessibility of Indigenous People to Basic Education: A Case Study
- 6. Most of the indigenous people have no ambition to be reached out in the future. They are just contented with their present life, living simply life with simple goal in life, however, there are some I.P who have also experience good support from their parents. They really work hard in order to finish education. Pupil 1 said, I am inspired now, at last I am about to finish my elementary school level. I am impressed with my parent who taught me that I will not give up.. During the focus group discussion, the Indigenous People were shy. Most of them do not have courage to face people who are not familiar to them. When the researcher approached them and ask question related to their education. It seems that they are not free to express their feelings, they just smile each other and happy to know that somebody is talking to them about education. Among the ten indigenous people who answered the checklist. Case Study Descriptions There was a girl named Jane T. Embog, 15 years old, belong to a Ubo- Manodo tribe. Her parent wanted her to get married after finishing grade six. Jane wanted to pursue her education until high school but her parents do not want to support her to school due to poverty, besides, they are plenty siblings in the family. It was a very sad moment for Jane, when she knew that her parents were not happy with her education status in life. She shared her agony to her teacher Suzette, a multi-grade teacher from grades I to V classes in Maluan Primary School. When the parents made an arrangement of marriage wedding with the neighbour guy, Jane decided to run away and look for the better option in life which is to pursue education. One day, Jane cried so much with ma’am Suzette, asking for help that she does not want to get married early because she wanted to finish education and become a Professional someday. It turned into good moments because Ma’am Suzette help her by taking her to be with her family instead, work as a working student but she has to finish education away from her parents. She woke up early morning, just to prepare food for breakfast, do some household chores then proceed to school. It was a routine until Jane graduated in Elementary. Until now she is hoping for greater opportunity to education. This research study was conducted in the Barangay Magsaysay, Marilog District, mainly in the village of Kulafu, part of Bukidnon which is an interior locale that is a four hour walk from the super highway of Quimasog crossing, Marilog District. One area has plenty of Manobo people which were not able to access of basic education. They were the Manobo people who were deprived of their right to access of basic education in their mainland area due to some reasons behind. Actually, the Indigenous Peoples in the whole Bukidnon are accounted between 7,000 to 10,000, embody and nurture 80% of the world’s cultural and biological diversity, and occupy 20% of the world’s land surface. The Indigenous people in Marilog are very diverse. They live in nearly all the barangays on all the sitio of Bukidnon and form a spectrum of humanity, ranging from traditional hunter- gatherers. In some barangays, there are a number of reasons why children work instead of attending school leading to the denial of the appeal for compulsory education. In fact, in other countries, primary education is neither compulsory nor free, and schools are not available to all children. When schools are available, the equality of education offered is frequently poor, and many children and their families view the content as irrelevant to their lives. In cases where working children contribute to family income, parents may believe that the opportunity cost of sending their children to school is simply too high. Literacy rates vary dramatically among ethnic groups, and Page 6 Accessibility of Indigenous People to Basic Education: A Case Study
- 7. in some places minorities and "untouchable" caste children are not permitted to attend the same schools as upper-caste children. The same as what happened in Marilog District wherein many children and youth are still longing to experience joy in going to school but because of some obstacles behind, they were deprived to enjoy such privilege of education. In fact, there were few indigenous people who had access to basic education despite of some difficulties like the distance of school from home, no moral and financial support from parents, no enough food intakes daily, lack of school materials, etc. According to the survey through the National Statistics Office (NSO), only a few indigenous people can really finish primary level, elementary, high school and college level. Educating themselves is not really interesting. Conclusions 1. Perception of Education to all indigenous people is not yet established. 2. Access to basic education is difficult to most indigenous people. 3. Encourage all Indigenous people to pursue basic education even to the next generation. Recommendations 1. Improve the campaign on the access of basic education to all indigenous people. 2. Educate the indigenous people about the importance of basic education. 3. Provide better access to all Indigenous people through Alternative Learning System (ALS). References Akyeampong et al, (2007). University of Sussex. Oxford: Mc. Millan Publishers, 237. Bahuguna, E. (2007). Gurgaon, India. Chinwuba, (2008). Brewton-Parker. December 14, 2008. Mohanty, T. (2004). International Conference. ICDCIT. Bhubaneswar, India, December 24- 27, 2004. Ogum, O. (1995). Recovering the Sacred. December 1995 National Statistic Office ( 2010). Shalini Bahuguna (2007). Learning From the poor. Asian Development Bank. UNESCO (2000). Page 7 Accessibility of Indigenous People to Basic Education: A Case Study
- 8. Page 8 Accessibility of Indigenous People to Basic Education: A Case Study