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CASES OF IP STUDENTS AT TARLAC STATE UNIVERSITY
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A Thesis Proposal Presented to
The Faculty of the College of Public Administration and Governance
Bachelor Program
Tarlac State University
Tarlac City
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In Partial Fulfillment
Of the Requirements for the Degree
Bachelor of Public Administration
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MANUBA, JOHN CARLO C.
MIRANDA, JOSHUA
SIASIT, ALTER VINCENT DG.
December 2022
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CHAPTER 1
THE PROBLEMS AND ITS BACKGROUND
Background of the Study
The lack of access to educational opportunities remains one of the most pervasive
issues in the world. The ultimate goal of education is to foster holistic development in
students so that they can go on to make positive contributions to the advancement of
society. Access to education is ought to be recognized as one of our most fundamental
rights. However, due to a lack of equality and the existence of barriers, this right is
considered a privilege to many.
Indigenous Peoples (IP) are diverse social and cultural groups which preserve
shared ancestral links to the territories and environmental resources where they live,
occupy, or from which they have been exiled. These people are also referred to as native
peoples. Globally, there are around 476,000,000 indigenous people living across the globe,
even though they only make up roughly 6 percent of the world's population, they are
responsible to around 19 percent of the extremely poor (World Bank, 2022). Along these
lines, poverty is one of the barriers that contributes to indigenous students choosing not to
engage in formal schooling. Although some were educated, they relied heavily on
academic aids and scholarship grants.
In addition to poverty, the misrepresentation of history and heavily established
institutional racism are among the obstacles Indigenous People endure. This bias is
ingrained in the bedrock of non-indigenous schooling due to the fact that global nations
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have been predominantly developed by brutally taking Indigenous territory (Bradley,
2017).
Indigenous people have historically been neglected and ignored; they typically
have less access to education and, when they do, the quality of that education is
significantly lower than those who come from non-indigenous groups. The education that
has been provided to them does not use teaching strategies that acknowledge the histories,
beliefs, pedagogies, native languages, and traditional knowledge of their communities
(Wodon & Cosentino, 2018).
The United Nations Department of Economic and Social Affairs (UN DESA)
asserted that educational systems around the world fail to recognize indigenous cultures.
Few teachers are fluent in their language, and their schools lack the proper resources and
funds. Rarely are instructional resources accurate and fair to indigenous peoples and
traditions. Indigenous peoples do not completely enjoy these rights, and the education gap
between them and the rest of the world persists
There are programs and initiatives designed to assist indigenous people (IP) to
overcome fundamental challenges and obstacles. The United Nations (UN) is one of many
international aid organizations that continues to provide support. Article 14 of the UN
Declaration on the Rights of Indigenous Peoples protects the right of Indigenous Peoples
to create and control educational systems and structures that teach in their own languages
and use traditional teaching and learning methodologies. Within which extends to Africa,
Asia, the Americas, and the Caribbean, where most indigenous people live. Furthermore,
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there are 17 Sustainable Development Goals (SDG) to develop a better, more viable future
for everyone. SDG 4 promotes inclusive and fair quality education and lifelong learning
for all, especially indigenous peoples, the marginalized sector, and developing nations.
On a local context, Indigenous people in the Philippines have kept much of their
pre-colonial culture, institutions, and traditions. In general, they reside in secluded places
with limited access to social services, economic opportunity, education, and political
interactions. In addition, commercially significant natural resources including minerals,
woodlands, and waterways are present in their locations, making them susceptible to
development pressure and land grabs (International Work Group for Indigenous Affairs,
2021).
Census estimates Indigenous People (IP) account up 10-20% of the Philippines'
102.9 million people. This census was taken in 2010, which shows Indigenous people being
ignored. IPs can't participate more in society because they are not included in official
statistics. It shows IPs' unequal access to basic services. They remain unacknowledged,
unheard, and denied of real benefits, providing a problem when formulating national or
local public policy or implementing poverty reduction and educational programs.
Correcting social inclusion gaps requires gathering IP data precisely. (Perez-Brito, 2021).
There are already a variety of programs and measures designed to aid indigenous
peoples and address their problems. The Indigenous Peoples Education (IPEd) is one of
the country's programs; it is the Department of Education's (DepEd) initiative to provide
basic education that is matched with their characteristics, culture, identities, and history.
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The program adheres to the K-12 curriculum to ensure the implementation of inclusivity.
The IPEd program was implemented 10 years ago and already provided assistance to more
than 2.5 million IP students to 42, 176 institutions in the country (Department of Education,
2021).
Republic Act No. 10687, often known as the "Unified Student Financial Assistance
System for Tertiary Education (UniFAST) Act," is another initiative of the country.
Students, specifically those enrolled in the tertiary level of education at either public or
private institutions, are eligible to receive educational assistance from UniFAST. This is
facilitated through the UniFAST Board, which is responsible for administering the
program, through granting of student loans, cash grants, and scholarships. Students will be
able access to financial support programs that are financed by the government to aid them
in achieving their educational goals.
The Municipality of Capas, Tarlac is home to hundreds to thousands of Aetas. They
are among the country's estimated 12 to 15 million indigenous peoples. The Aeta
population is prevalent in the province, but after the 1991 explosion of Mount Pinatubo,
they fled the province in search of safer living conditions. Currently the Aetas are currently
slowly returning to the province to rebuild their communities.
Barangay Santa Juliana in Capas, Tarlac is located 21 kilometers from the city
proper of Capas, Tarlac. It is home to a large demographic of Aeta people. Because of the
distant location, students do not have access to all the necessary supplies and materials that
they need for school.
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The researchers recognize the prioritization of education and its value in the
community and the need for collaborative response within governmental groups, private
sector, and local communities. Firm commitment towards its accomplishment, as well as
community and organizational involvement, are required for this approach to be of success.
Furthermore, the understanding and expertise of the researchers in the field of
public relations, policy analysis, implementation and evaluation give them the authority to
conduct the research.
Statement of Objectives
This is study aims to analyze the Cases of IP Students at Tarlac State University.
Specifically, this study aims to satisfy the following objectives:
1. To details the life experiences of IP students at Tarlac State University.
2. To identify the given government support programs to the IP scholars.
3. To identify the problems experienced by IP scholars.
4. To propose measures to solve existing problems faced by IP scholars.
5. To identify the implications of the study to Public Administration.
Significance of the Study
The study can contribute huge chunk in the discernment of the status quo of
Indigenous learners in the Municipality of Capas, Tarlac. In the pursuit of the amelioration
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of the situation of the indigenous students in the Barangay Santa Juliana, Capas, Tarlac,
the researcher hope that the study will be a significant endeavor to a clearer awareness of
the cases of Indigenous students.
To the National Government. This study may shed light on the situation of the
indigenous students to the national government, to provide consciousness and to further
assess the situation and integrate intervention for the betterment of their situation of the
Indigenous students.
To the Department of Education. This study may be able to elucidate the status
quo of the struggling indigenous students, through this they can be decipher what are the
best interventions for the indigenous students.
This study will be beneficial to the Local Government Unit of Capas, Tarlac,
this study gives pertinent basis of the cases of the Indigenous students, for the integration
of future course of actions that can respond to the struggling indigenous students in the
accessibility of education.
To the indigenous students. One of the objectives of the study is to detail the
experiences of the Indigenous students, this sector of the society has been deprived of being
catered with basic services like education. This study will be an avenue to further address
their struggles and for the amplification of their voices.
To Future Researchers. This study would give additional information
concerning IP students' cases; this study might serve as a guide for other students who
conduct related study.
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Scope and Delimitations
The study focused on the cases of IP students in the Municipality of Capas, Tarlac.
This research aimed to detail the experiences of the indigenous students, to further discern
the accessibility of education and the support education programs that were being catered
to Indigenous Peoples in the academic year 2022-2023. Moreover, the study will be
primarily focused on the IP students enrolled in the aforementioned academic year.
The study delimited 20 respondents, and they are the Indigenous students from
Barangay Santa Juliana in Capas, Tarlac, which is a home to a large demographic of Aeta
people. Furthermore, the cases of IP students will be interpreted to further put forward
avenues that are relevant to ameliorate the status quo of Indigenous students of the
Municipality of Capas.
Literature Review and Related studies
Life experiences of IP students
Indigenous people are the native occupants of a nation or region. This is a contrasts
with modern settlers or colonizers. Many indigenous peoples, despite their rich culture and
customs, are omitted from historical narratives (Murphy, 2020).
Li et al., (2020) affirmed that indigenous people have been subjected to detrimental
effects of colonization and socioeconomic hardship that have been passed down through
generations, their academic productivity has been consistently poor in comparison to that
of populations who are not included in indigenous communities. Because of this, many
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Indigenous learners have not been able to complete their high school education and are
thus unable to pursue post-secondary education or professional opportunities.
Perez (2019) reiterated that Indigenous peoples in the Philippines have, for a long
time, advocated for reforms to the basic education curriculum of the country, with the goal
of making it more relevant to the diverse educational and cultural backgrounds of
indigenous peoples. Elders want their young kids to study and understand more about the
world, without losing sight of their native roots and identity. Although cyclical deprivation
and trauma are prevalent and have a devastating impact on children in schools, they do not
inevitably impede the educational success of Indigenous pupils. E education brings hope
and promise for addressing gaps, not only in scholastic advantages but across a broader
range of inequalities as well (Schleicher, 2017).
Jorgensen (2020) stated that students from remote indigenous communities are
among the most vulnerable in the country. Numerous variables influence the probability of
success. Those who live in remote places and have their own linguistic and cultural
backgrounds
that
are
vastly different
from
those
taught school
continues to
restrict opportunities for success. Typically, the performance gap widens the longer
children remain in school, as they make up for other gaps. Which consequently affects the
development of students.
Government Support Programs
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Problems and Challenges Experienced
The public is progressively beginning to recognize indigenous students, and
number of organizations have already started working on projects and programs dedicated
for them. Unfortunately, despite these efforts, there are still significant educational
disparities, which the Covid-19 pandemic has made worse. According to Loewen et al.,
(2017) many indigenous learners throughout the world believe that the teaching materials
employed in current educational settings are insensitive to their culture. The prominence
of Western and European centered curricular norms in formal educational contexts that do
not enable proper access to culturally appropriate learning resources is a major contributor.
The provision of educational materials including teaching practice, and training is desired.
In light of the absence of a structured program and development process, there is a need
for a system that will standardize the development of instructional materials for Indigenous
students.
Preston & Claypool (2021) have examined the educational assessments designed
specifically for indigenous learners throughout the past two decades. They stated that
public education has not undergone any significant changes. Students are grouped by age,
receive the same material, study in the same amount of time, are evaluated in the same
manner, and finishes school at the same time. Unfortunately, these standardized systems
compromise human differences, culturally sensitive information systems, and individual
performance.
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In an article that Singar and Zainuddin published in 2017, they identified what they
believe to be the contributing factors to the high percentage of indigenous students
dropping out of school. According to the article, the most influential factors, in addition to
the distance between their homes and educational institutions, were found to be the level
of income earned by their parents, the educational background of their parents, as well as
the infrastructures and fundamental services and facilities provided by the educational
institutions.
Sam et al., (2021) stated that there is a digital divide in education because
indigenous students and community members are frequently excluded from online learning
environments, both as consumers and creators of knowledge. Additionally, the
misrepresentation and exploitation of Indigenous knowledges through digital practices and
online spaces raises misconceptions and deficiency about Indigenous communities, their
past, and their current situations. There is a necessity for educational strategies that provide
Indigenous people a voice, a place, and a sense of autonomy.
Measures for existing problems
Martin et al., (2020) noted that methods of instruction must require complete
awareness of the difficulties indigenous students confront. The effort to be inclusive is
clearly apparent, but their preconceived assumption is that all indigenous students have the
same skills and preferences. Effective teachers and pedagogies make a difference, but they
must also consider the attributes and characteristics of their students.
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According to Bullen and Roberts (2021), the integration of transformative learning
theory that is comprehended and utilized in an appropriate manner not only has great
promise for educational leaders to establish and facilitate curricular offerings, but it also
has the potential to change the way in which we examine and assess the outcomes of the
unique indigenous studies, learning environments, and results.
Cherubini, (2021) conveyed that teachers must be cognizant of the ramifications of
deficit discussions as they prepare for even wider educational gaps amongst Indigenous
and non-Indigenous students. Modern educators may benefit from consulting guardians
and Indigenous teaching staff in local school areas for assistance on how to address
Indigenous students' disadvantage. Moreover, Bishop & Durksen (2020) stated that
teachers have the capacity to have a significant impact on the lives of their pupils and may
approach the lesson with a strong conviction that education is essentially beneficial and
valuable. Comprehending indigenous literature provides educators, researchers, and,
potentially, policymakers with the opportunity to explore the personal characteristics
required to connect with Indigenous pupils.
In 2021, Baxter & Meyers conducted their paper with 45 indigenous pupils who
had a 90–100% attendance rate. Results showed that improved relationships, friendships
with peers, family relations, and resiliency all contribute to high attendance turnover. This
paper demonstrates that students are motivated and driven about attending formal
education when they receive moral support in addition to financial help.
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Furthermore, Pulla (2017) insisted that electronic learning has the means to enhance
the positive learning results of marginalized and Indigenous groups, including those in
urban areas at danger of exclusion from access to affordable and excellent educational
opportunities. The technological benefits of using mobile technology to provide
educational curricula and analyze outcomes must not, however, overshadow the ongoing
necessity for ethnically relevant and effective teaching strategies for Indigenous students.
Electronic teaching could be successfully integrated into a framework of current traditions,
values, knowledge, and ideals associated with Indigenous ideologies and pedagogies.
Averill & McRae (2020) revealed that boosting the educational conditions of
Indigenous students is encouraged to employ culturally sustaining techniques. Establishing
the use of ethnically sustained practice is difficult, in part because many teachers do not
possess Indigenous background and have never encountered such teaching. However, there
are resources available to educators who wish to deepen their attention on building
culturally sustainable teacher practice in order to improve educational opportunities for
Indigenous students.
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Implications to Public Administration
Multiple programs and projects are already implemented by the government
towards the needs of indigenous students. Dacanay (2020) indicated that there are
contending interests among various government agencies; policies and mandates of various
governmental entities are opposing, leading to inadequate coordination between them. It is
also highlighted that there is not enough political will or funding to put the Indigenous
Peoples Rights Act's provisions into effect. The insecurity of the indigenous peoples' land
tenure is also identified as a factor in their divisiveness.
According to the findings of Patiu (2018), while education access was considered
satisfactory by some, it is evident that it is still insufficient for IP students. They believe
that even though the government supports free education for all (EFA), they still have a
right to improved access to education and that this education also needs to include their
dependents. In order for the government to ascertain what kind of education this minority
group requires, engagement with its leaders is essential.
Even though indigenous and non-indigenous educators, school administrators, and
policy makers are working together to improve educational systems, problems and issues
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still persist, and slow progress further restricts the opportunities available to Indigenous
learners and maintains their social and economic disadvantage (Riley, 2018)