FEASIBILITY STUDY FOR THE ESTABLISHMENT OF MALVAR

NATIONAL HIGH SCHOOL

I. INTRODUCTION

Filipinos highly value education, considering it a central aspect of

Philippine political, economic, social, and cultural life. It is perceived as a
crucial element in national development and a key avenue for social and
economic advancement. In fact, it is provided in the 1987 Philippine
Constitution 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 education accessible to all.”

The right to quality basic education for every Filipino is further

underscored by Republic Act 9155, also known as the Governance of Basic
Education Act of 2001. Together with Republic Act 6655, the Free Secondary
Education Act, these laws reaffirm the state's commitment to provide free
and compulsory education in elementary and high school.

With these values and legal bases, Malvar National High School has
been planned to establish as aligned with the goal of Department of
Education in ensuring that all children of difficult circumstances, and those
belonging to ethnic minorities, have access to and complete, free and
compulsory education of good quality.

In the heart of the mountainous landscapes of Naujan, Oriental

Mindoro, stands a testament to the unwavering commitment to education –
Aurora National High School-Malvar Extension (ANHSME). For the past
eight years, this institution has served as an extension of Aurora National
High School, reaching out to the three vibrant barangays of Malvar,
Banuton and Caburo – collectively known as MABANCA. Situated in the
far-flung area of Sitio Cabeza I, Barangay Malvar, ANHSME has become an
educational beacon for the local community.

Situated on a generous one-hectare land donated by the late Ruferta

Infantado to the Department of Education, Culture, and Sports (presently
DepEd) on July 20, 1964, ANHSME has been a vital part of the educational
landscape. Nestled amidst the challenges of its mountainous terrain and
surrounded by the Bagto and Bucayao Rivers, this school emerged to bridge
the educational gap reducing the number of the out-of-school youth of the
feeder barangays, and sparing students the daunting journey across rivers
where water current is too strong particularly in times of rainy seasons and
inclement weather conditions to neighboring schools of Inarawan National
High School and Aurora National High School which are 5.50 and 12.0
kilometers away respectively.

The journey of ANHSME began with the collective efforts of 44

parents, whose petition to the Schools Division Superintendent, Dr. Ma.
Luisa D. Servando, led to the deployment of junior high school teacher to
cater to the educational needs of the burgeoning grade 7 students from
MABANCA. The unity among parents, unaffected by cultural diversity, and
the concerted efforts of barangay captains and PTA officials played a pivotal
role in the operation of this public secondary school.

The dream turned into reality in June 2015 when ANHSME

commenced operations with a single national-funded teacher and 44
students. Despite facing challenges such as typhoon damage in its
inaugural year, the school's pioneer teacher, persisted in delivering quality
education.

Over the years, ANHSME has evolved, expanding its teaching staff
from one permanent teacher to ten dedicated educators. Driven by a
commitment to quality education, the school's leadership, under the
guidance of Teacher-In-Charge Mr. Ferdinand P. Valdez and the present
leader Dr. Rowena M. Carandang, has navigated challenges and
demonstrated resilience. The school's current population of 327 students,
including 149 from the Indigenous People (IP) Community, marks a
remarkable milestone in its journey.

As ANHSME charts its path forward, the aspiration for independence

echoes through the school community. With the support of its committed
teaching staff, parents, and learners, ANHSME envisions transitioning from
an extension to an independent institution – a symbol of progress and a
source of pride for the community. This feasibility study outlines the
groundwork for the establishment of "Malvar National High School," a
beacon of education, empowerment, and community development.

II. REASON FOR THE ESTABLISHMENT OF THE SCHOOL

Before the existence of ANHSME on 2015, the concerted efforts of

Malvar Barangay Capt. Frankie Selodio, Banuton Barangay Capt. Alex
Maliwanag, Caburo Barangay Capt. Domingo Torres, together with their
Sangguniang Barangay Members and PTA officials are asking for the
realization of a public secondary school which will be called MALVAR
NATIONAL HIGH SCHOOL due to the following reasons:
a. Graduates from the three feeder barangays of MABANCA are required to
enroll in either Inarawan National High School or Aurora National High
School, both located far from their homes. Moreover, attending these schools
poses risks, as students must cross rivers with strong currents, especially
during rainy seasons and adverse weather conditions.

b. Inarawan National High School, situated 5.5 kilometers away from Sitio
Cabeza I, necessitated a risky river crossing via boat and motorcycle during
rainy seasons, posing challenges for students without transportation means.
Though riding via public utility jeepney during fair weather condition is
possible, it is not advisable because its departure from MABANCA is 8:00
A.M. resulting to tardiness among the students. The earlier means of
transportation is through habal-habal but the fare is Php.180.00 to
Php.200.00, thrice the price of one liter gasoline. However, students who
cannot afford to pay for motorcycle vehicle tend to walk for two to three
hours to reach the school.

c. Aurora National High School has a distance of 12.0 kilometers away from
the school site and the only option to get there is to cross Bagto River via
boat and motorcycle particularly during rainy season and even during fair
weather condition.

d. For economic reason that the parents will save money for they have to
allot a lesser amount for transportation if the school is nearer from their
home. Furthermore, it will reduce maintenance and repair costs for
motorcycles subjected to rough river crossings.

e. Enhanced accessibility would enable parents to promptly monitor their

children's whereabouts and respond quickly to any incidents inside or
outside the school premises.

f. Proximity to MABANCA would reduce absenteeism and tardiness, as

students wouldn't need to cross rising rivers during heavy rainfalls.

g. The decreased challenges in distance and transportation would motivate

students to pursue secondary education.

h. The school's presence would curtail out-of-school youth in MABANCA,

minimizing early marriages often resulted to unpreparedness for daily living.

i. A nearby, accessible school would diminish instances of early labor among

children, preventing their engagement in work due to the mentioned
circumstances.
j. To protect the children from various exploitation and allegedly
undocumented sexually harrassment from their boss to sustain their costly
fare while attending to distant schools.

k. Malvar National High School was envisioned to significantly impact

Alangan Mangyans and the entire MABANCA community, eradicating
illiteracy and fostering the development of active, productive young
generations.

III. OBJECTIVES AND TARGETS

GOALS:

The establishment of a public secondary school involves meeting

specific standards to ensure its effectiveness in addressing students'
educational needs. This encompasses providing adequate learning facilities,
materials, and equipment, along with qualified teaching personnel to
facilitate the learning process.

The primary goal is to create an inclusive learning environment

accessible to all, irrespective of their socio-economic status. This approach
aims to break the cycle of poverty by offering quality education, empowering
individuals to make positive contributions to society. Additionally, the
establishment of such a school promotes social and cultural cohesion by
bringing together students from diverse backgrounds. This fosters
opportunities for mutual learning and appreciation of differences,
contributing to the development of stronger communities and a sense of
belonging among students.

OBJECTIVES:

a. Foster literacy and create educational opportunities for students

residing in remote barangays of MABANCA, particularly the Alangan
Mangyan population.

b. Address the rising rates of out-of-school youths and dropouts in

MABANCA by establishing a public secondary school and promoting the
significance of education.

c. Alleviate the financial strain associated with sending children to

distant schools within their locality.
 d. Cultivate the full potential of the young generation in MABANCA to
contribute to the establishment of a peaceful and advancing community.

e. Ensure the children of MABANCA have fair access to quality

education, aiming to develop the knowledge, skills, attitudes, and values
essential for a productive life.

TARGET:

To create a public secondary school in Sitio Cabeza I, Barangay

Malvar, benefiting the residents of MABANCA particularly the majority of
Alangan Mangyans residing in that vicinity.

IV. ORGANIZATIONAL STRUCTURE

The proposed Malvar National High School on its initial year of

operation will be accommodating Grade 7-12 learners (as what ANHSME is
accomodating presently) from the five feeder schools namely Mabini
Elementary School, Leticia M. Cacha Memorial Elementary School, Bucayao
Grande Mangyan School- Annex, Banuton Mangyan School- Main and
Caburo Mangyan School which will be supervised by School Principal I. He
or she will be working with 10 secondary school teachers preferably with
especialization in English, Science, Mathematics, Filipino, Technology and
Livelihood Economics (TLE), Araling Panlipunan and Music, Arts, Physical
Education and Health (MAPEH).

To ensure the quality of education amid increasing enrollment,

additional teachers will be recruited based on the availability of funding,
both nationally and locally.

With this, Malvar National High School will continue to grow as the
enrolment increases yearly. From one permanent teacher, it has increased to
ten teaching personnels. Teachers attend trainings and enrol to post
graduate studies for their personal and professional growth. There is also
remarkable increased on the population of students this school year which
reached to its highest number ever of 327, from which 149 belongs to
Indigenous People (IP) Community.
SECONDARY PRINCIPAL I
V. SCHOOL ENVIRONMENT

The school environment refers to the relationships within a school

community, shaped by structural, personal, and functional elements,
adding uniqueness to each institution. It plays a crucial role in assessing
the well-being of students, teachers, and other stakeholders. The type of
school attended and its environment significantly impact student outcomes
and academic success. Factors like school structure, composition, and
climate are identified as influential on school performance. The environment
can either facilitate or hinder school performance and overall academic
achievements of students.

Malvar National High School spans an area of ten thousand square

meters (10, 000 sq. m.), a generous donation from the late Ruferta Infantado
to the Department of Education Culture and Sports (presently DepEd) in
July 20, 1964. Originally an elementary school for seven years, the school
was relocated due to safety concerns raised by Sitio Sawmill residents, as
the proximity to a nearby river posed risks. The site remained vacant, later
transformed into a fruit-bearing tree plantation by nearby residents. In
2017, the site transitioned into a secondary school following approval from
the Schools Division Superintendent, Dr. Ma. Luisa D. Servando, addressing
the educational needs of upcoming grade 7 students from three feeder
barangays of MABANCA.

The exact location of the school is at Sitio Cabeza I, Barangay Malvar,

Oriental Mindoro and certified not within the 2-km radius of any private or
public secondary school based on the assessment of the municipal planning
and development coordinator, Engr. Precy H. Olmos.

According to the DENR MIMAROPA Mines and Geosciences Bureau,

the school site is located outside any of the identified flooded zones in the
municipality. The nearest stream to the site is un upstream tributary of the
Bucayao River located at an areal distance of 300 meters west of the site.
The segment of the Bucayao River is characterized by a relatively narrow
floodplain bounded by ridges on its western and eastern sides making it
highly prone to flashfloods caused by the accumulation of mountain runoff.
The relatively high elevation and far distance of the site from streams make
its susceptibility to riverine flooding nil. To address this issue, the school
head, alongside with the PTA officials and Sangguniang Barangay members,
requested to Local Government Unit of Naujan thru the office of the
Municipal Mayor, Sangguniang Bayan, and Municipal Engineering Office to
take immediate action in possible flooding in the proposed school site. They
implemented clearing and embankment operation to raise the ground and to
ensure that the area won’t be immediately affected by the flood. For more
permanent solution, they created an irrigation canal that diverts water from
the mountain away from the site. Presently, the irrigation canal continues to
function as an effective preventive measure.

VI. SCHOOL DEVELOPMENT PLAN

INTRODUCTION

As a Filipino citizen, we dream that all people should have access to

free and quality education regardless of one’s socio- economic background.
We dream to provide all learners a quality education through various
learning opportunities that the school can provide. With this, all learners
will be developed their full potential holistically and become a productive
member of their community.

VISION

We dream of Filipinos who passionately love their country and whose

values and competency enable them to realize their full potential and
contribute meaningfully to building the nation. As a learner-centered public
institution, the Department of Education continuously improves itself to
better serve its stakeholders.

MISSION

To protect and promote the right of every Filipino to quality, equitable

and culture- based, and complete basic education where:

 Students learned in a child-friendly, gender-sensitive, safe and

motivating environment
 Teachers facilitate learning and constantly nurture every learner
 Administrators and staff, as stewards of the institution, ensure an
enabling and supportive environment for effective learning to happen
 Family, community, and other stakeholders are actively engaged and
share responsibility for developing life-long learners.

VII. SOCIAL AND ECONOMIC ASPECT

Public schools are an integral part of a community. They provide the

foundations of skills and knowledge. They educate, as well as socialize
children, giving them the resources they need to grow, thrive, and become
productive adults. This means schools are impacted by social and economic
factors.

Approximately half of MABANCA's population comprises indigenous

people, mainly Alangan Mangyan, while the other 50% consists of Tagalogs
or Damuong, a Mangyan term for lowlanders. The majority of families in
MABANCA, identified through barangay census and evaluation, fall into the
poverty level, primarily due to the prevalence of indigenous people in this
category. MABANCA, characterized by mountains and agriculture, relies on
farming as the primary source of income. Residents cultivate crops like rice,
corn, salay, sweet potatoes (kamote), and some fruit-bearing trees such as
lanzones, rambutan, and coconut. Harvesting twice a year provides income
for basic needs over six months.

The establishment of a secondary school is crucial as it serves as a

gateway to education for the highlands of MABANCA, encompassing three
barangays and multiple sitios. The school benefits not only the Alangans in
Barangay Banuton and Caburo but also Tagalogs in Barangay Malvar,
fostering business development and job opportunities through education.
The chosen school site, surrounded by Bagto and Bucayao River, eliminates
the need for children to cross rivers to attend Inaarawan or Aurora National
High School.

The proposed school alleviates the financial burden on parents who

struggle with transportation costs, sparing them from sending their children
to other schools. With an estimated daily cost of 80 pesos for transportation,
the 327 enrollees would spend a total of Php. 5,232,000 for 200 school days
if the secondary school is not established. This financial relief could
significantly improve the daily living conditions of families, highlighting the
importance of government support for the school's establishment at Sitio
Cabeza I.
IX. ANALYSIS

Based on the comprehensive study on the establishment of Malvar

National High School, many residents of Malvar, Banuton and Caburo-
collectively known as MABANCA especially the Alangan Mangyans living in
far sitios will benefit the school. Currently, the school has three hundred
twenty seven (327) enrollees and is expected to increase yearly.

The proposed school primarily corresponds to the goal of Department

of Education of providing all people with free and quality education
especially in remote areas. IP students will be encouraged to continue
education which will help reduce the increasing number of drop-out, out-of-
school youth, and teenage pregnancy. It also corresponds to the goal of
Provincial Government of aiming zero literacy among indigenous people of
the province.

Also, the proposed school will remove the financial burden among
parents of sending their children in other school which is 5 or 12 kilometers
away from their area. As shown in the estimated cost above, the government
will surely help these people in the community by establishing secondary
school so that the money that they will be spending in gasoline and fares
will be used and utilized for their family and daily living. With this, families
can allot money into business and basic needs.

The enrolment of this proposed school has the potential to grow yearly
as it has 327 enrollees for the current year from grade 7-12. Graduates from
the five feeder schools namely Mabini Elementary School, Leticia M. Cacha
Memorial Elementary School, Bucayao Grande Mangyan School- Annex,
Banuton Mangyan School- Main and Caburo Mangyan School can provide
potential increase in the enrolment of the proposed Malvar National High
School.

Prepared by: Conformed by:

ROWENA M. CARANDANG, PhD. HON. JOSE R. DELOS REYES

Teacher-In-Charge Barangay Chairman

Validated by:

ROCK AMIEL D. ARZOBAL

SMME
Approved:

MARIA LUISA D. SERVANDO, PhD., CESO VI

Schools Division Superintendent