" Lead Experiences and Challenges of Mangyan Students in Mindoro State University

Bongabong Campus"

CHAPTER 1

PROBLEM AND ITS BACKGROUND

Introduction
 The Universal Declaration of Human Rights (UDHR) promulgated
by the United Nations (UN) member states in 1948 legitimized the
idea that "all human beings have the right to education."
(Universal Declaration on Human Rights, 1984). Also the same
statue affirmed that everyone is entitled to education aimed at
"full development of the human personality" and strengthening of
respect for human rights and fundamental freedom (UNDHR, Art 26)
Apart from being a necessary means to realize other aspects
of human rights, education could be an instrument for upward
social mobility in the midst of ever widening gap between the
rich and the poor. Education is a vehicle for the people
empowerment because it facilitates the acquisition of positive
human qualities. Education is life long process crucial in
attaining a productive meaningful and dignified existence. ( The
Grossroots View Philippine Rights p. 145). From the implier right
to education given to every member of humanity, the question is
do the Mangyans students have availed and accessed the right to
quality education.
The Mangyans of Mindoro belong to an etnolinguistic
community. They are the first inhabitants of Mindoro. The term
Mangyan is a generic name for Proto - Malayan minority groups
inhabiting the mountain and foothills of Mindoro, the seventh
largest island in the Philippines (Dagohoy 1994) Conklin based on
his fieldwork in 1947 enumerated seven tribes: Iraya, Alangan,
Tadyawan, Batangan or Taubuid, Buhid, Ratagnon, and Hanunuo.
(Leekamp 1979)
Mangyans use the primitive style of living and have their
own way of life. Education is not as formal as now for the lesson
they Mangyan learn as mostly those, which pertain to the means in
earning a living, and those which concerned the moral and
religious training. According fo Fr, Emeterio De La Paz, SVD in
his study in 1967, most of the things they get to know through
watching and observing. The problem of education among the
Mangyans is not pronounced as before. In the past, Mangyans
parents considered sending their children to school as taboo.
(Dagohoy 1994). For them, acquiring lowland education was
unnecessary and waste of time and effort, arguing that their
forefathers were able to manage without any formal training at
all.
The concern of this study is on educational system to
improve the existence of this ethnic students who study in
Mindoro State University Bongabong Campus. The provision of good
foundation in education for the Mangyan student is one of the
means to uplift the status in life. One of the objectives of this
study is to establish programs that will promote respect and
preserve the rich cultural heritage of the indigeneous people and
the campus share its responsibility to secure the future of the
indigenous students and their community by providing them quality
education and improve their race. Hence, the researchers consider
Statement of Hypothesis
The research is guided by this hypothesis. There is no
significant relationship between the profile of Mangyan students
education in Mindoro State University Bongabong Campus.
o Factors that
influencedFramework
Theoretical
Mangyan
This research is anchored on the social learning theory of
Students
Gabriel Tarde. to
He conceives that education is based on small
Study.
psychological interactions among individuals and that the
o Challenges forces
fundamental were imitation and innovation. Thus, his
Facing
theory is Mangyan
known as imitation theory. For him, social learning
Students.
focuses o Semi-
on the learning that occurs within a social context. It
o Coping how people learn from
considers structured
one another. On this aspect,
Mechanism
people they by observing
can learn interview
the behaviors of others and the
used in
outcomes of facing o (Gabriel
those behaviors. Focus Group
Tarde – 1904) He also added
challenges.
that learning occurred throughDiscission
four main stages of imitation: 1)
o Intervention
close contact; 2) imitation o Observation
of superiors; 3) understanding of
that model behavior. Cognition, in thiso sense
Program 4) role
concepts; Extension
leads
Program
maythe development
into be of education
proposed.
The term education in the widest sense maybe held to include
the whole process of development through which a human being
passes from infancy to maturity. Gradually, adapting himself to
his physical and social environment, but the more definite sense
in which the term ordinarily employed is restricted to those
influences that are resignedly brought to bear upon the younger
by the adult portion of the community for the purpose of
maintaining and if possible, of raising the level of culture
attained. It is also a process in which a person attains facts
and skills and develops attitudes and abilities. Moreover, we can
say that education is a process of handing down a specific or
general knowledge from one generation to another. Thus, an
individual being educated develops physically, mentally,
emotionally, morally and socially. (Dagohoy, 1994) According to
Vittorino da Fettre (1378-1446) in Mantuano (1425), the spirit of
education during the Renaissance period was best exemplified by
schools being built by educators. These educators introduced into
their schools such subjects as the sciences, geography, history,
music and physical training.
Martin Luther, a protestant in his reformation established
within the tradition the way of reading, writing, arithmetic and
catechism on the elementary level. English philosopher John
Locke recommended a curriculum and method of education, including
physical training that was based upon empirical examination of
demonstrable facts before reaching conclusions. The 1987
Philippine Constitution, under Article XIV, Section 1 states
that, “the state shall protect and promote the right of all
citizens to quality education at all levels and shall take
appropriate steps to make such education accessible to all”. The