Surigao’s First Inhabitants: Empowering Mamanwa’s for the World

By:  Felix Najial Bagnol, Phd
Surigao City Pilot School
District II, Surigao City Division

Education is said to be the equalizer for all.  Those who want to climb up the social and economic ladder must pursue their dreams on the basis of knowledge and learning. But for the Mamanwas living in the hinterlands of Surigao del Norte, much needs to be done to put an end to the marginalization of their communities.

Mostly distinguished because of their kinky hair, Mamanwas are said to be the first inhabitants of the province, older even than the popular designated Negritos. These “kongking” are crisscrossing the vast Diwata mountain ranges being the “first forest dwellers” as the term Mamanwa derived from “man” (first) and “banwa” (forest). Characterized by their black skin, short stature, curly hair, snub nose and with black eyes, these people can easily get attention yet some shrugged their shoulders seeing them in the streets.

Displaced IP's in Mindanao.  (Photo courtesy of google search)

Regardless of their physical attributes, Mamanwas are amazing people with unique, indigenous character.

One of their most celebrated customs is the Bonok-bonok. Most historians described Bonok-bonok as an ethnic Mamanwa dance performed by the natives during thanksgiving, worship, and wedding ceremonies. It is a communal tradition of the Mamanwas, where the elders from different villages—the most respected men in their communities whom they consider leaders—along with the women, dance, cheer, and sing for happiness and friendship. Men and women dressed in colorful native attires complete with their ornate accessories punctuate the whole festival. For the Mamanwas, dancing reflects their way of life and serves as an expression of their affinity with the spiritual and natural world, where earth, water, wind, air and fire are alive.

Without question, that is Mamanwas’ contribution to the rich and flourishing cultural heritage of Surigao.

Over the years, Mamanwas are a people undergoing tremendous change - from nomadic hunters and gatherers to semi-permanent village dwellers, from nomadic outsiders to those who are now taking part in modern society, from being illiterate to becoming educated.

Sadly, they remain indigents and missed all the opportunity of developing themselves. Many of them are still mired in poverty, lacking access to basic health and education. They lament the loss of their ancestral lands, the passing and vanishing of their traditional practices, and even some of them have fallen victims to extra-judicial killings.

Mamanwa settlements particularly in the town of Claver, Surigao del Norte are displaced because of the mining activities. Reports told that chieftains have divided themselves as to who get the largest pay over their demands of 1 percent royalty fee from the mining companies. Under the Indigenous People’s Right Act (IPRA) of 1995, mining firms must allocate royalty payments of “not less than 1 percent of the value of the gross output of minerals sold.

Emancipating poverty through education

Realizing that Mamanwas must be equipped with skills and understanding to nurture their own  culture and instill individual pride, the Department of Education  and the Province of Surigao del Norte organized the 1st Indigenous Peoples Congress on December 19, 2012. The maiden launch was held in Brgy. Cagdianao, Claver, Surigao del Norte and attended by other education bigwigs in the region and division, LGUs and tribal representatives. Primarily, it was aimed to strengthen the culture of Mamanwas as a vital component for a progressive new Surigao.

According to Regional Director Atty. Alberto T. Escobarte, Jr. in his keynote message read by Josita B. Carmen, the Department of Education is doing its best to reach out indigenous communities like Mamanwas to be part of a mainstream in government schools.

Under the adopted National Indigenous Peoples Education Policy (DepEd Order No. 62 series of 2011 ), the Philippine educational system include and respect the diversity of learners especially those belonging to the minority groups to achieve Education For All by 2015 and the Millennium Development Goals, and to pursue the Basic Education Sector Reform Agenda.
In a statement of DepED Education Secretary Armin A. Luistro who was supposed to attend the congress, he described the policy as a basic mandate of DepED to provide basic education for all, and to recognize and promote the rights and welfare of IPs to enable them to face various social realities and challenges.

“When we were working on the education policy framework for IPs, we had in mind their special needs, history, language, culture, as well as their social and economic aspirations and priorities,” Luistro added.

IPs remain the most vulnerable and marginalized citizens because of their lack of access to basic social services, limited livelihood opportunities which lead to social, economic, and political exclusion.

It was not a promise but Director Escobarte brought hope that by next 2013, there are 100 items available for IP teachers who are eligible. And with the strong support of LGUs in opening schools exclusively for Mamanwas next year, according to Gov. Sol F. Matugas in her State of the Province Address last July 2012, there is a higher hope for Mamanwas, our link to the world, as empowered Surigaonons.

Poll Results Show, Filipinos are Fool or Selfish?

By:  Gilbert M. Forbes

The recent 2013 poll results dismayed many particularly those who are expecting that our countrymen are already maturing to select and vote for the right leader that will govern and lead the country in the next three years.  But it didn't happen, the results seem to only signify the legitimacy of political dynasties, and the bogus service-oriented and hypocrite politicians marching as champions of the people.

Ramon Casiple said in his article that appeared in yahoo news that almost all reform candidates lost in sea of vote-buying, popularity contests, electoral violence, and patronage politics which made 2013 represents a setback to the cause of political reforms.

Jj Marasigan, a nitizen from Sariaya, Quezon, had this to say that we can't really blame people for what we may consider to be poor choices and their money-shaped votes.  He explained quoting Marx that "It is not the consciousness of men that determines their existence (their lives). On the contrary, it is their social existence (their economic well-being) that determines their conciousness. To put it simply, as long as our people remain poor, they will continue to be powerless, unable to make the right choices. The system is corrupt not because the government is corrupt. Rather, the government is corrupt because the system is corrupt.

Selfishness viz Selflessness

The consciousness of the common people particularly the majority, the class D and E looks at the present or in their day to day survival only forgetting what the future holds.  This is happening because of lack of education and the critical mind to look not only of what the present could offer but most importantly the future on a much sustainable way.

Quite a number could be aware but selfishness overpower love of community and country.  This is where trapos are quick to respond.  Using the already limited resources of the government or the taxpayers money, they are mascarading as their champions by promising them heavens and earth.

Graphics courtesy of Thinking Class Philippines.

Elected politicians who's very job discription are limited on lawmaking and legislation are quick to trumpet themselves in the limelight as public service oriented leaders using the hundreds of millions of peoples money to most of the time, useless and unsustainable projects.

Local executives on the other hand although its within the means of their power over-emphasized their ways of helping the poor which is actually doing more harm done good because it is seen as a tactic of maintaining a certain level of mendicancy to sustain their power later manifesting into a political dynasty.

These includes free hospitalization, free movies to senior citizens, out of placed scholarship programs targetting college students but forgetting the most needy children in the Basic Education Sector considering our EFA Goals, opening and operations of locally funded colleges which is competing with the already very limited and inadequate resources, free hospitalizations, free burial,free school supplies bearing their names, etc.

In other words, these politicians are trying very hard to establish a welfare-oriented citizenry in a third world or developing country with the citizens having no role or contribution but to ask. These evils could be regarded as poising the government towards bankruptchy without the people knowing it.  The result, there are numerous LGU's which are highly indebted and most importantly, the country as a whole always experience budget deficit and so has to depend on foreign loans.

It is a no surprise that they couldn't pass the Right to Information Bill or follow line budgeting because they know that it would be both political and economic suicide.  Local executives however has to set aside a strategic approach in managing scarce government resources on projects that will later generate investment and job opportunities for their people because of the reasons already stated.

If class D and E benefits from the system on a limited scale, Class C and some of the middle class benefits more from the system.  They could be the side kicks of these politicians or the direct beneficiaries of jobs and contracts in government in return of the support they gave.

It takes two to tanggo.  There not only corrupt politicians but equally there are lots of corrupt middle class both in the government and the private sector who continuously benefit from the system.  Thus, they are working hard to maintain the status quo.

Dr. Edwin S. Martin, Asst Professor at UST teaching Public Administration and Political Science is quick to say in his article entitled Ambiguities of Being a Politician, First and Second Part, Manila Bulletin, April 27 and 29, 2013 that both traditional and seasoned politicians are most likely aware of their ideal responsibilities, yet they allow ambiguity to exist, since they benefit from the prevailing situation including their private and public sector cohorts.

Fools or Just Plain Ignorance and Immaturity

The voting public to be considered fools is a harsh statement and could be considered satirical.  Dr. Edwin S. Martin explains that other than adventurism and opportunism of popular politicians, the level of maturity of the Filipino electorate may be considered as the culprit.

Graphics courtesy of yahoo news.

It all boils down to the kind of education our people received which made it a challenge for all educators to really develop a thinking citizens. Another thing is their economic lot. We have to make them self-reliant by continuously educating them patiently and organizing them so that they will become not only responsible citizens whose primary concern is the national patrimony over their own. They need to be kept bombarded on the importance of elections as the perfect way to change their plight aside from their individual economic initiatives.

All concerned citizens therefore the civil society, various information media, every enlightened citizens should zero in on this challenge.  All parties who share common ideals should consolidate their efforts and resources on a grand scale in gradually uplifting peoples' consciousness on how to choose the most qualified people that will help improve the plight of the poor.

Though 2013 could easily be considered as a setback for political reforms,reform oriented candidates should not surrender the fight but instead consolidate their powers in alliance with the civil society and enlightened citizentry.

The STRUGGLE is just starting and for evil to manifest itself is for few good men to do nothing.

Luistro Greets Batch 2013 in his Graduation Messages, reiterates society's role

Hon. DepEd Sec. Bro. Armin A. Luistro, FSC has not only greeted Batch 2013 but also called for continuing support from the different sectors of the society.

In his messages, he explained that the country is entering a period in the world’s history in which many of the old systems are being dismantled, gradually being replaced by newer, and hopefully, better ones. Technology, governments, businesses are fast evolving, recognizing that you, the individual, are a significant part of a bigger whole. You matter, and what you do matters.

The Philippines as he explained is not an stranger in this transforming reality.  "More than ever, your country recognizes your role in society, government and the economy. And so we are investing heavily on you; putting our hopes in each one of you," he emphasized.

As he mentioned the changes introduced to make the education relevant, he pointed out that the fruits of these efforts will take years before it yield fruit and so called on supporters and detractors alike for their continuing support and generosity  in sharing resources and support for it will go a long way and return to them a hundredfold, in one form or another.

Below is his complete message to Batch 2013.

M E S S A G E

To our Dear Students, Parents, teachers, Staff, Administrators and Partners in Education,

Greetings of Peace!

Another school year is coming to a close, signaling the start of a new chapter for most of you. You’ll move on to high school, college, or vocational school, while some of you may immediately join the workforce. Whichever path that stretches out before you, you can be sure that it is a fresh one, a renewed one.

We are entering a period in the world’s history in which many of the old systems are being dismantled, gradually being replaced by newer, and hopefully, better ones. Technology, governments, businesses are fast evolving, recognizing that you, the individual, are a significant part of a bigger whole. You matter, and what you do matters.

The Philippines is no stranger to this transforming reality. More than ever, your country recognizes your role in society, government and the economy. And so we are investing heavily on you; putting our hopes in each one of you.

In education, alone, we have introduced changes which aim to equip you with more relevant knowledge and skills for the new economy. The K to 12 Basic Education program is a massive upgrade of lessons, subjects and methods, to ensure we are honing your gifts to maximize your potential. You are at the heart of this upgrade. In helping you grow to be the persons you are meant to be, we are helping build a nation’s future.

The fruits of these efforts will take years before they yield fruit, but they will definitely affect, with positive force, all sectors of society. You have the capacity to effect these changes. I pray that you relentlessly seek and build better lives for yourselves and for the larger community around you.

To our parents, teachers, staff and administrators, I thank you for your patience and support as we undergo these radical changes. An investment is not an investment without capital. Your support and sacrifice make up the capital which would bring us to see our children lead and live in a country much transformed by your investment. Thank you!

And to all our partners in education, to our proponents in congress, local government units, the private sector and various non-profit organizations, you are well-aware that your generosity in sharing your resources and support will go a long way and return to you a hundredfold, in one form or another. Thank you for believing in the Filipino youth!

On behalf of the Republic of the Philippines, we congratulate you, our graduates of 2013!

Mabuhay ang Kabataang Pilipino!

(Sgd) BR. ARMIN A. LUISTRO FSC

Secretary

Our Continuously Missed Opportunities and EDSA

By:  Gilbert M. Forbes

Yearly, we are remembering EDSA I, otherwise known as the People Power Revolution that toppled a dictator.  Only three years is left to mark 30 years of EDSA I, however, while the economy and living standards tremendously improved at least for the bourgeois and the regular working class in major industries, the poorest of the poor remained entangled in centuries old struggle.

Almost 30 years after that peaceful revolution which has
inspired the world, what now?  (photo from google search)

The poorest of the poor remained marginalized, ignorant, and exploited made worst by declining spirituality and morality intensified by the onslaught of materialism and commercialism as a result of globalization with free trade as its by-products.  Agri-businesses and all industries which could not adjust to strong competition brought by the influx of much cheaper products closed down and so the workers, the small time ones, also lost their jobs and livelihoods as well.

Free trade offered the consumers lots of products to choose from at a much cheaper price.  It also pave the way for the free influx of known brands which are within the buying capacity of the salaried workers and middle class which before are only accessible to the privileged few.  This however meant death of local industries which although offers the same quality and price but could barely stand out the level of acceptance among consumers considering their bias to whatever is imported.

The economy certainly grew and income increased as compared thirty years ago but living standards also increased tremendously.  The simple living ways of the past that many of the martial law babies could still recall have almost gone now except for some very few rural places in the country today.  This trend has overwhelmed many particularly the poorest of the poor and those who have just successfully got out from poverty to being a middle class or at least fixed income earners.

While democratic space returned, the expanded space seems to lead many astray, apathetic citizenry just went on even using the freedom recovered in violating basic laws, morals and spirituality is in decline, and veteran traditional politicians and opportunists took it as a leverage to expand their base of power while the masters of the martial law years just changed colors even affiliations and are now backed to reclaim their lost glory.  

To see brother and sisters, mother and son, father-son-brother in both the executive and legislative departments is now ordinary.  Out of almost a hundred million Filipinos, how lucky are these people to be elected to the highest sit of power to represent their family and of course their interest.  

In many provinces, we are witnessed to see a father as congressman, his son governor and the sibling mayors and municipal or city councilors.  Many times, it’s funny to hear of having a mother as the mayor, her husband as the municipal administrator, and the son a board member.  It too is a total disgrace for the voters.  Haven’t there are no other choices and options left?

Well, it came as to no surprise not only because partisan politics is out of the equation but because voters still lacks that ability to select the best and highly competent leaders who lead them.  The game is about who has the name recall, the personality, and the money.  In some instances, these voters are made to think this way.  Politicians in their respective dominions are successful in maintaining a certain level of mendicancy, dependence or political patronage as others may describe.

As a result, people looks at this type of politicians not as a leader but as their provider and shining armor that will protect them from harm, and will keep them of their perceive comfort zones.  In this sense, even both Hollywood and local superheroes like Spiderman would find a hard time in convincing these types of voters to switch their options or preference.   This is post martial law politics at its peak.    

For a righteous wealthy individual, to go to politics is an economic suicide for so many reasons that everybody knows. Another dilemma is the weakening volunteerisms and participation of many to even basic political exercise in their respective institutions i.e., schools, churches, villages.  EDSA I brought a political vacuum for the marginalized and poor to fill in but they constantly fail to utilize it in their favor.

EDSA is successful in returning democracy but only the oligarchs are able to fully maximize its use in their favor.  The poor because of lack of education and martial law’s side effects are left behind.  This is largely evident in the level of participation the common people devote in governance giving corrupt politicians leeway in using it to their advantage.

Among other things, democratic system is failing because of poor quality of leadership at the grassroots level as manifested by the existence of incompetent and inefficient leaderships of most at the barangay level, the Sangguniang Kabataan which is seen as the training ground of corruption and the party list system being now described as a mockery of democracy.  One popular TV documentary has noted that corruption is far greater than that of the barangay than any other level of governance combined.

With this in mind, our barangays or communities need more honest, competent and highly qualified leaders than a town would because it lacks professional staff as compared to towns.  Having this type of leaders will help it benefit from the service of volunteers whose very heart is at serving the people as what most NGO’s do.  

If the quality of leadership at the barangay would match or even surpass the quality of leadership at towns, provinces, and national offices let say, the schools, rural health units or even NGO’s including the church, we could imagine how good and better the government will be.  

To achieve this, we need to embrace a total change on the way we put and choose people who will lead us.  Yes, we could not discount the fact that barangay leadership positions, SK, and most importantly the party list system as a source of livelihood and a good start in the realization of ones political ambition but this ambition should be guided by genuine concern for the people and social progress.

If EDSA I would have been a bloody one, will our political attitude be the same as it is now?  What about the economy?

What EDSA has given us is a great opportunity we continuously fail to use for the common good due to lack of vision, faith, hope, discipline, narrow mindedness, apathy, selfishness and greed.

Unless, we realized and learn from our own misfortunes and unrighteousness, what we are heeding to is destruction.

Towards Quality Educational Outcomes: A Look at Public School District Supervisors’ Roles

By:  Gilbert M. Forbes

 (This is the follow up of the article entilted Towards Quality Educational Outcomes: Maximizing the Roles and Functions of Public School District Supervisors.  Click to read the previous article.))

What Should Supervisors Be Doing?

Apart from the information mentioned already with regards to the duties, roles and functions of district supervisors in the previous post, in the absence of local literatures that expound those informations, it would be better to have some insights from popular foreign literature available online.

William H. Burton (1922) gave an interesting insight on what supervisors should be doing.  These are improvement of the teaching act, improvement of teachers in service, testing and measuring and rating of teachers.

Burton’s listing has been viewed as “the first modern statement and concept” of supervision. This list looks surprisingly current when we examine the numerous tasks that today’s supervisors actually perform.

Writing a half century later, Harris enumerated ten tasks of supervision in the following rather detailed list:

     Task 1. Developing curriculum.
     Task 2. Organizing for instruction.
     Task 3. Providing staff.
     Task 4. Providing facilities.
     Task 5. Providing materials.
     Task 6. Arranging for in-service education.
     Task 7. Orienting staff members.
     Task 8. Relating special pupil services.
     Task 9. Developing public relations.
     Task 10. Evaluating instruction.

Harris classified tasks 1, 3, and 4 as preliminary; 6 and 10 as developmental; and the others as operational.  Those who view supervision as a one-to-one, clinical relationship between the teacher and supervisor would eliminate many of the tasks from both lists. Those who view supervision as a field distinct from administration would delegate administrative tasks like scheduling, staffing, and public relations to the administrator rather than to the instructional supervisor. 

Thus under R.A. 9155, administrative task are assigned to the school head and although the school head also have supervisory functions as one of their most important roles, supervisors are there  to assist and strengthen school supervisory practices.

Verma as quoted by De Leon (2010) points out that supervision exists for one reason, and that is to improve teaching and learning.  Verma further that supervision is a specialized service focused to bring qualitative improvement in education.  Good supervision is concerned to improve learning situations.

Karolyn J. Snyder on the other hand viewed the supervisor’s task in the following light: The primary supervisory task is to develop professional learning communities, in work teams, that not only acquire new knowledge and skills but also learn how to study and respond exceptionally well to their natural work and learning environments.  Snyder perceived “the new work of the supervisor” as “building the energy mass.

The supervisor plays a variety of roles within certain domains, and the expertise demonstrated in the particular domains is derived from a number of bases or foundations.  Edward Pajak headed a study on identification of supervisory proficiencies sponsored by the Association for Supervision and Curriculum Development.

By reviewing the literature on supervision and surveying instructional leaders, Pajak affirmed twelve domains, with relevant knowledge, attitudes, and skills in each domain. These domains and their definitions are as follows:

• Community Relations—Establishing and maintaining open and productive relations between the school and its community;
• Staff Development—Developing and facilitating meaningful opportunities for professional growth;
• Planning and Change—Initiating and implementing collaboratively developed strategies for continuous improvement;
• ommunication—Ensuring open and clear communication among individuals and groups through the organization;
• Curriculum—Coordinating and integrating the process of curriculum development and implementation;
• Instructional Program—Supporting and coordinating efforts to improve the instructional program;
• Service to Teachers—Providing materials, resources, and assistance to support teaching and learning;
• Observation and Conferencing—Providing feedback to teachers based on classroom observation;
• Problem Solving and Decision Making—Using a variety of strategies to clarify and analyze problems and to make decisions;
• Research and Program Evaluation—Encouraging experimentation and assessing outcomes;
• Motivating and Organizing—Helping people to develop a shared vision and achieve collective aims;
• Personal Development—Recognizing and reflecting upon one’s personal and professional beliefs, abilities, and action.

The role supervisors should play particularly in the Philippines is summarily defined already in the law but these lists give us the domains and indicators that could be drawn in clarifying their roles and functions.  

In the light of public service, service-oriented supervisor will perform at varying times each of the four roles which involves being a:

Coordinator. The supervisor serves as a coordinator of programs, groups, materials, and reports. It is the supervisor who acts as a link between programs and people, school heads and other stakeholders from all or different schools in his area. He or she knows the disparate pieces of the educational process and directs the actions of others to make the pieces blend. As a director of staff development, the supervisor plans, arranges, evaluates, and often conducts in-service programs with and for teachers.

Consultant.  The supervisor serves in a consulting capacity as a specialist in curriculum, instructional methodology, and staff development. In this capacity, he or she renders service to both individual teachers and groups. At times, the supervisor may simply furnish necessary information and suggestions. At other times, he or she may help teachers define, set, and pursue goals. The supervisor should be a prime source of assistance to teachers wishing to improve either their generic or specialized teaching skills. Though some will disagree with us, we believe the supervisor-consultant should be able to demonstrate a repertoire of teaching strategies.

Group Leader.  The supervisor as group leader works continuously to release the potential of groups seeking to improve the curriculum, instruction, or themselves. To perform this role the supervisor must be knowledgeable about group dynamics and must demonstrate leadership skills. The supervisor assists groups in consensus building, in moving toward group goals, and in perfecting the democratic process. As a group leader, the supervisor seeks, identifies, and fosters leadership from within the group.

Evaluator.  As an evaluator, the supervisor provides assistance to teachers in evaluating instruction and curriculum. The supervisor helps teachers find answers to curricular and instructional problems, identify research studies that may have a bearing on their problems, and conduct limited research projects. Additionally, the supervisor helps teachers evaluate their classroom performance, assess their own strengths and weaknesses, and select means of overcoming their deficiencies.

Other than these, Supervisors should possess (1) certain personal traits and (2) certain types of knowledge and skills.

Knowledge and Skills. Although personal traits of supervisors are not often discussed, we can find an abundance of statements about the knowledge and skills successful supervisors need. There is general agreement that supervisors should have:

• A sound general education program.
• A thorough preservice professional education program.
• A major field of study.
• A solid graduate program in supervision.
• Three to five years of successful teaching at the elementary, middle, or secondary school level.

In preservice and in-service training programs, supervisors should develop a grounding in:

• Learning theory and educational psychology.
• Philosophy of education.
• History of education, especially of curriculum and instructional development.
• The role of the school in society.
• Curriculum development.
• Instructional design and methods.
• Group dynamics.
• Conferencing and counseling.
• Assessment of teacher performance.

Lovell and Wiles pointed to necessary knowledge and skills when they wrote that supervision is

• Releasing human potential
• Leadership
• Communications
• Coordinating and facilitating change
• Curriculum development
• Facilitating human development.

As a service-oriented agent for improvement, the supervisor must be imbued with the spirit counselors refer to as “the helping relationship,” the desire to give of oneself to be of assistance to others. Beyond this, the supervisor needs the kind of persuasiveness and infectious enthusiasm that inspires teachers to want to make changes for the better.

The supervisor should be an “idea person,” one who leads people to think about new and improved ways of doing things. He or she needs to convey the attitude of valuing and seeking the ideas of others while not appearing to have answers to all the problems teachers face. The supervisor who is a helper to teachers is able to effect a democratic environment in which the contributions of each participating member are valued. Above all, the supervisor needs to possess a predisposition to change and must constantly promote improvement.

If supervisors, whose chief responsibility is to bring about improvements, are satisfied with the status quo, they can be sure that the teachers will be, too. The supervisor must be able to live with change and help teachers adapt to the changing needs of society and of children and youth. To accomplish this mission, the supervisor should be able to work effectively in both one-to-one relationships and in groups.

to be concluded . . .

Reference:

International Institute for Educational Planning (UNESCO):  Reforming School Supervision for Quality Improvement, Module 2; Roles and Functions of Supervisors at http://www.iiep.unesco.org/fileadmin/user_upload/Cap_Dev_Training/Training_Materials/Supervision/SUP_Mod2.pdf

Roles of the School Supervisor at http://media.wiley.com/product_data/excerpt/53/04711516/0471151653.pdf