Lumad of Region 11 &12

I. Introduction

The Lumad people are the indigenous population of Mindanao who are not Muslims. In
Cebuano, the term "lumad" means "native" or "indigenous," and it translates to "born of
the earth" in Visayan. It is a collective term used to describe the indigenous people of
Mindanao who speak a variety of languages including English, Filipino, Manobo,
Chavacano, and Cebuano. Apart from Cebuano, they do not share any common
language. Studies have shown that the resettlement programs which took place during
the American colonial period (1899 – 1946) have allowed for the colonization of
Mindanao’s people and economy, resulting in the systematic appropriation of
Indigenous land and resources. When the Philippines gained its independence from the
United States in 1946, predominantly Christian migrants from Luzon and Visayas
moved in, taking over the various colonial businesses including logging, agricultural
plantations, and mining companies. The Lumads are known for their handmade musical
instruments and tribal music. They prefer leading a traditional lifestyle and have faith in
gods and spirits who protect the land, water, harvest, and other aspects of their lives.
The mountain is sacred to the Lumads, and they have nurtured and protected their
traditional ancestral lands and cultures over the years. Lumad culture is rich, and
diverse, and includes a wide range of languages, chants, rituals, dances, and other
traditions.
The Lumad people are an indigenous people of the Philippines with a rich cultural
heritage and history. However, they face significant challenges in accessing education,
especially in recent years. Historically, Lumad people have been marginalized and
discriminated against by governments and other groups. As a result, there is a lack of
understanding and appreciation for their culture and traditions, as well as a lack of
resources and support for their education. The Lumad, an indigenous group residing in
Mindanao, Philippines, faces considerable challenges in securing proper education, as
indicated by compelling statistics. Approximately, an estimated 90% of Lumad children
encounter barriers preventing their access to formal schooling. This alarming statistic is
primarily linked to several factors, including the remote and isolated locations where
many Lumad communities are situated. Geographical constraints make it difficult for
schools and educational facilities to reach these areas, significantly limiting the
opportunities for these children to receive an education. Studies reveal a significant
literacy gap between Lumad communities and the national average. This disparity
underscores the critical need for urgent and comprehensive interventions that are not
only inclusive but also culturally sensitive. Customized educational programs need to
honor and incorporate Lumad culture, values, and language to effectively bridge the
educational gap and offer fair chances for progress.
II. Introduction of the Problem

The challenges faced by the Lumad indigenous group in education have profound
effects on their cultural identity. Firstly, the limited availability of mainstream schools in
Lumad-inhabited areas forces them into long-distance travel, disrupting traditional
community ties and exposing them to unfamiliar environments. This physical
displacement contributes to a gradual erosion of cultural practices and local knowledge.
Secondly, the discrimination experienced in mainstream schools not only hinders
academic progress but also perpetuates a sense of cultural inferiority among Lumad
students. The inadequacy of the curriculum to reflect Lumad cultural and historical
contexts exacerbates the disconnect, diminishing the value of their heritage within the
educational framework. Ultimately, the struggle with the language of instruction further
distances Lumad students from their cultural roots, posing a threat to the preservation
and vitality of Lumad languages and traditions.

In recent years, Lumad people have faced increased violence and displacement due to
government policies and development projects. This exacerbates their educational
challenges as they are often forced to leave their homes and communities and struggle
to access basic services and resources. At the heart of lumad schools has always been
the right to education. Lumad schools uphold the idea that the right to education is both
a right in itself and an "enabling" right that is, access to education enables a person to
gain the skills, capacity, and confidence to secure other rights. The right to education is
fundamental for human, social, and economic development and a key element to
achieving lasting peace and sustainable development. It is a powerful tool in developing
the full potential of everyone and ensuring human dignity, and in promoting individual
and collective well- being.

Moreover, cultural differences play a pivotal role in impeding Lumad children's

engagement in formal education. The established educational system often clashes with
the unique cultural practices, values, and languages of the Lumad, making it
challenging for them to effectively integrate into the mainstream educational framework.
Compounding these challenges is the evident absence of sufficient support from the
government. Insufficient funding, scarce resources, and a lack of attention to the
specific educational needs of the Lumad communities exacerbate the problem,
perpetuating the cycle of limited access to education. The resulting political and
economic context led to increased violence by paramilitary and military groups against
the island’s original inhabitants, including the Lumad. One of the primary targets were
bakwit (evacuees) schools—institutions that serve both as a sanctuary for those fleeing
conflict and as a place where they learn to protect their cultural and land rights.
Within the context of the right to education, the building of the lumad schools has been
a social and historical necessity. For a long time, the lumad have experienced
difficulties in enrolling or entering "mainstream" public or private schools. For one, there
are few such schools in the places where the lumad live, so that the lumad have had to
travel long distances and incur additional travel and living expenses to keep their
children in school. Many lumad students have suffered from discrimination in
mainstream schoolsmnot only from their teachers or fellow students, but from a
curriculum that does not reflect their unique cultural and historical contexts. Many times,
lumad students have lagged behind other students because, having lumad languages
as their mother tongues, they have had difficulty with the language of instruction used in
mainstream schools. Addressing these issues requires a multifaceted approach,
involving educational reforms, cultural inclusivity in curricula, improved resource
allocation, and policy changes that recognize and respect the unique needs of
indigenous communities.

III. CAUSES

The academic underperformance of indigenous students contributes to a cycle of

inequality, limiting their access to future opportunities.

 The struggle to understand lessons due to language barriers threatens the

preservation of indigenous languages, undermining cultural identity.
 Discrimination in mainstream schools, including a curriculum that doesn't reflect
indigenous contexts, hampers the cultural integration of indigenous students..
 Inadequate resources, such as the lack of schools in indigenous areas, highlight
disparities in resource allocation, requiring political attention and equitable
distribution.
 Armed Conflict since the presence of armed conflict in Mindanao disrupts
educational activities, leading to the closure of schools and displacement of
communities, further impeding access to education including Inadequate
government policies or resource allocation for indigenous education contribute to
the lack of proper schooling facilities and trained teachers in Lumad areas.

IV. EFFECTS

 The language barrier further exacerbates educational disparities, impacting not

only academic performance but also the preservation of Lumad languages and
cultures.
 The low enrollment rates, long travel distances, and additional expenses
contribute to a cycle of limited access to education, hindering the Lumad's social
and economic mobility. Discrimination and cultural misalignment within
 mainstream schools perpetuate a sense of exclusion, potentially leading to social
marginalization.
 High dropout rates indicate a disruption in the educational journey, impacting the
overall social and economic well-being of indigenous communities.
 Limited access to quality education infringes upon the universal right to
education, necessitating policy changes and advocacy for improved educational
opportunities.
 Cultural Dissonance since traditional teaching methods might not align with the
Lumad culture and language, creating a disconnect between the curriculum and
their heritage together with Cultural Preservation there might be resistance from
the community to adopt mainstream education, fearing it could erode their
indigenous identity and beliefs.

V. Proposed Solutions of the Problem (3)

SOLUTION 1

TITLE: Scholarship Programs

Establish scholarship programs specifically targeting indigenous students, providing

financial support for their education. This can help alleviate the burden of additional
expenses and promote higher enrollment rates.

The goal of establishing scholarship programs for indigenous Lumad students is to

break down financial barriers hindering their access to education. By providing financial
support, the program aims to alleviate the economic burden on Lumad families,
encouraging higher enrollment rates among indigenous students. This initiative seeks to
empower Lumad youth to pursue and complete their education, fostering academic
achievement and personal growth. Additionally, the scholarship program aims to
address historical disparities by ensuring that indigenous students have equal
opportunities for educational advancement. Ultimately, the overarching goal is to
contribute to the preservation of Lumad culture and empower the community through
improved educational outcomes.

Implementing scholarship programs for the Lumad indigenous group involves a

multifaceted approach. Firstly, by conducting needs assessments within Lumad
communities, we can identify specific financial barriers and tailor scholarship criteria to
address those challenges effectively. Secondly, collaborating with local educational
institutions ensures seamless integration of scholarship recipients into mainstream
schools, offering them quality education. Thirdly, establishing transparent application
processes, with culturally sensitive criteria, promotes equal opportunities and inclusivity
for all deserving Lumad students.

Fourthly, periodic reviews and evaluations of the scholarship program can allow for
adjustments based on evolving needs and challenges faced by Lumad students. Fifthly,
fostering partnerships with local businesses, NGOs, and government agencies can
enhance the sustainability and scale of the scholarship initiative. Sixthly, mentorship
programs connecting Lumad students with supportive educators or community leaders
can provide valuable guidance and encouragement. Seventhly, incorporating financial
literacy and career development components into the scholarship program equips
Lumad students with skills beyond academics. Lastly, maintaining open communication
channels with the Lumad community ensures continuous feedback, fostering trust and
collective ownership of the scholarship program's success.

SOLUTION 2
IV. TIMELINE

PROJECT Success
Point Person Date Place
Indicator
SOLUTION 1
SOLUTION 2
SOLUTION 3