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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).
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