Ateneo de Davao University

Social Sciences Cluster

Political Science and History Department

GE 1213: Life and Works of Rizal

(16-299: Monday and Wednesday 11:10 AM -12: 40 PM)

Community Service Plan

Magtuon Kita: An Alternative Learning Weekend Classes for Aeta Communities at Sampao,

Kapalong, Davao del Norte

Community Service Plan

Submitted to:

Jones Janelle Estocapio

Professor of Life and Works of Rizal

Submitted by:

Charmie Lhyn E. Lape

November 2021

CHAPTER I

Introduction
 José Protacio Rizal Mercado y Alonso Realonda,a national hero in the

Philippines, was born in June 1861 in Calamba, on the southwest bank of the beautiful Laguna

de Bay in Luzon. Rizal is a wise visionary who believes that education is the key to liberating

our countrymen from slavery. It is for this reason that he opposed the revolution in his day

because he should have realized that even if we defeated the Spaniards and gained independence,

the system would not change, just the people who control it. Many opportunities have gone

unexploited simply because we lack the requisite knowledge and abilities, or because we prefer

to overlook what is crucial, necessary, and required because we believe otherwise. As stated by

Craig in his book, Rizal aspired to make education available to all, as seen by his encouragement

for the group of women in Malolos when General Weyler declined their interest in establishing a

school. He addressed a letter to the ladies to express his admiration for their bravery. Rizal

emphasizes the need for education, stating that "ignorance is slavery. Rizal always expressed the

importance and necessity of education to his sisters, so when Josefa and Trinidad came to visit

him in Hong Kong, he encouraged them to learn English. Rizal's mother, Doña Teodora Alonzo,

may have positively impacted his reverence for education. As it was his mother, his first and

most influential teacher. She taught him and learned the alphabet when he was three years old, as

well as his passion for Spanish poetry.

Furthermore, he recognized the significance of industrial education. Rizal incorporated

this idea into the five goals of the La Liga Filipina, which he founded: education, agriculture, and

trade.

During his four-year exile, Rizal used his talents and limited means to aid his countrymen

in Dapitan, notably Talisay. He worked as a health practitioner, farmer, instructor, community

developer, engineer, and scientist. Rizal founded a community school for boys as well. Wherein
they had been taught to study, write, do arithmetic, geography, geometry, languages, history, and

proper conduct. Rizal even taught them how to use their hands, because he thought that

education should be instilled or interwoven with society’s development. He believed that a

healthy body meant a healthy mind, so he taught his students other after-school activities such as

boxing, bar and ring, swimming, and arnis. Rizal's teaching technique differs from that of other

schools of his period. He ensured that learning was adaptive to the requirements or actual lives of

the people. Rizal is not your typical instructor; his visions were not only for his benefit but also

for the welfare of his compatriots. If he were still alive today, he would undoubtedly continue his

efforts to shape the minds of our children. He firmly believes that one day our young people will

be the only hope of our country. Rizal also depicted in his novel, Noli Me Tangere, how school

or education can be the tool for preventing the country from succumbing to the overbearing

friarocracy. Crispin and Basilio are prime examples of Filipino people who benefit directly from

secular education, as their hardship is a primary driver of their choice to become sextons. And

both of them would not be mired in the church's harmful lies and accusations if they had been

allowed to attend school instead. In this regard, sparked the idea of Magtuon Kita: An

Alternative Learning Weekend Classes for Aeta Communities at Sampao, Kapalong, Davao del

Norte.This community project aims to provide IPs or Aetas living on the outskirts of Sampao,

Kapalong with basic education as well as practical lessons that can be integrated with the

development of the community and their tribe, because indigenous families are currently less

likely to enroll their children in school or training programs, and are more likely to underperform

than non-indigenous children. And as the pandemic has affected us all, the IP communities are

not impervious to this dilemma. This project will also help them to learn and develop crafts and
skills that can be a source of their income and for them to survive the effects inflicted by the

CoVid-19 Pandemic.

CHAPTER II

Community Service Plan Discussions

Sampao, previously known as Bienvenida, is a barangay in the municipality of Kapalong,

Davao del Norte province, where my family and I live. As of the 2020 Census, its general

populace becomes 5,989. The number of Indigenous People who came to settle in the said

barangay represented 7.39 percent of the total population of Kapalong and 17.01 percent of the

total population of Barangay Sampao. The community project, on the other hand, is solely

focused on the 297 Aeta settlers in our barangay, which is near our residence. And, based on my

observations, our IP brothers and sisters are in desperate need of assistance and require a stable

source of income rather than aimless loitering and begging on the streets. We are a family that

has been built from the ground up, so I understand the struggle of having an empty stomach with

no one to help you. In this dangerous time, nutrition has been proven to be critical in boosting

immunity against the virus. As a result, if they have a source of income, they can provide for

their essentials and needs without relying on the constant assistance of others.

Not only can the Aeta Communities learn different crafts and skills to raise

money for their finances, but they can also get basic education such as reading, writing, and

arithmetic through the alternative weekend classes. More importantly, each session will

rigorously adhere to the established health regulations, which include wearing a face mask, hand

sanitization regularly, and maintaining social distancing. To completely materialize the project,

coordination between Barangay officials and the Aeta Tribe leader will take place, as well as the

establishment of a comprehensive implementation strategy.

 CHAPTER III

SPECIFIC PLAN OF ACTION (SMART-BASED) of Project Magtuon Kita

Specific

A partnership and agreement will be formed between the Barangay officials and the Aeta

Tribe leader, who will be assisted by our neighborhood's youth volunteers. The Office of

Barangay Sampao will handle the implementation process as well as the legal process for further

approval. Meanwhile, the youth volunteers will campaign for more instructors and raise funds to

kick-start the project.

Measurable

The progress of Project Magtuon Kita will be determined by the number of Aeta

brothers and sisters who pass the final written examination in their basic education as well as

their performance in the craft and skill department. Anyone who passes will receive completion

and participation certificates signed by the project leader, the barangay leader, and the Aetas

Tribe leader.

Attainable

This project will be made possible by a series of actions and legal procedures, which are

as follows:
 A. Concept Paper - creating a concept paper for this project will provide those

associated with its creation with a more detailed and clear description of the plan, allowing them

to better comprehend its purpose, goals, and objectives.

B. Seeking Approval from Community Leaders – before launching the weekend

classes, each party involved will have a deliberation to gain a better understanding of the

project's concept, goal, and implementation, after which they will reach an agreement and sign

the legal papers for documentation.

C. Campaign for More Youth Volunteers and Fundraising – The founders (first youth

volunteers) will initiate recruitment for more volunteers to assist the project as well as to serve as

basic education instructors and crafts and skill trainers. While raising funds for the start-up of

Project Magtuon Kita; for the teaching materials and school supplies that will be used throughout

the project's duration.

Relevant

Our Aeta brothers and sisters are illiterate and lack proper education, thus they

have suffered the most during these trying times. They cannot find work without a degree, unlike

others who do, who can apply for an internet job if they so desire. Unfortunately, the Aeta

settlers in our barangay do not, and they must rely on the government for assistance, which

comes infrequently. The initiative is so significant that it has the potential to kill two birds with

one stone: a. The settlers from Aeta can receive their basic education; b. They can learn skills

and crafts that they can use to earn money to survive the pandemic.

Time-Bound

Project Magtuon Kita will operate for three months, with volunteers teaching

basic education such as reading, writing, and arithmetic for two hours on Saturdays and another
two hours on Sundays for the craft and skill department. This allows them to concentrate on a

specific subject while also enjoying and having fun. In addition, mini graduation will be held to

honor the passers' achievements.

CHAPTER IV

Conclusion

Our IP brothers and sisters have been taken advantage of by our own rich and powerful

fellow men over the years due to their ignorance. Many chances have gone unexploited simply

because they lack the requisite know-how and abilities, or because they are taught to believe that

something else is more important, necessary, or needed. It was stated in the UN Declaration on

the Rights of Indigenous Peoples (2007) and the ILO Convention Number 169 on the Rights of

Indigenous and Tribal Peoples(1989), that everyone has the right to experience and receive

education, especially our IP brothers and sisters, both individually and collectively. And I look

forward to the day when they can experience and practice the rights they deserve, such as the

opportunity to go to school and work in offices. "Moving forward, we will carry on with our

journey of solidarity with the indigenous communities so that, together, we can further help our

IP students as they develop into the future," said Maria Lourie Victor, Senior Technical Assistant

and IPsEO Head, during a DepEd Teacher episode. Rizal, like me, envisioned a country where

education is available to all. Rizal's main objective was to impart what he had managed to learn

in Spain, France, and Germany, along with his experiences in London and Belgium, with his

countrymen. For he believed that education is the ultimate means of social progress and nation-

building. He saw this as a cornerstone of the reform that the country so desperately needed at the

time because he believed that the root cause of our backwardness and ignorance was a lack of

means of education. I took it upon myself to make his beliefs and aspirations a reality through
Project Magtuon Kita, even within our small community. Rizal's intentions for future Filipinos

are so inspiring that it has given me hope to continue and share my knowledge and skills for the

betterment of our society, as he did. And I hope that future generations can fully comprehend

what is the true meaning of Rizal's statement, "Ang Kabataan ang Pag-asa ng Bayan" and how it

made me have high regard for education. And for them to appreciate our predecessors’

‘education for all’ campaign that we enjoy today and help further their legacy. To conclude, let

us all strive to be the youth Rizal imagined us to be, shining as a beacon of hope for all to see.

References:

 Craig, A., (1909) The Story of Jose Rizal The Greatest Man of the Brown Race, Manila
Philippine Education Publishing Co.
https://www.univie.ac.at/ksa/apsis/aufi/rizal/craig11.htm

 Department of Education (DepEd), DepEd marks 1st decade of Indigenous Peoples

Education Program (IPEd) with 2.5M learners served.
https://www.deped.gov.ph/2021/10/08/deped-marks-1st-decade-of-indigenous-peoples-
education-program-iped-with-2-5m-learners-served/?
fbclid=IwAR2EeEJWUbmw7JRyZbljZWdH2V94LyCNmFkGjigDHr9ZoZagS6CpCDupG
EY

 Forbes, G.M. (2011), The Value of Education as Espoused by Dr. Jose Rizal, DepEd,
Quezon. Retrieved from https://school-principal.blogspot.com/2011/06/rizals-thoughts-on-
education.html?m=1

 International Labour Organization (ILO), C169 - Indigenous and Tribal Peoples

Convention, 1989 (No. 169) https://www.ilo.org/dyn/normlex/en/f?
p=NORMLEXPUB:12100:0::NO::P12100_INSTRUMENT_ID:312314

 Municipality Government of Kapalong (2019), POPULATION OF INDIGENOUS

PEOPLE. http://kapalong.gov.ph/indigenous-peoples
 Quizon, M. (2011). Rizal’s Thoughts on Education. Retrieved from http://school-
principal.blogspot.com/2011/06/rizals-thoughts-on-education.html

 Universal Declaration of Human Rights, UN Declaration on the Rights of Indigenous

Peoples (2007). http://www.un.org/esa/socdev/unpfii/documents/DRIPS_en.pdf