Developing a culturally-appropriate education program for Hanunuo Mangyans in Upland Mindoro

This study traces and analyzes the development of the Pundasyon Hanunuo Mangyan (PHM) School project and determined in the interim period, the gains it has generated in the community wherein it is implemented. The study has two parts: I. formulation and development in the last four years and II. Project Results and Assessment by the Community After Three Years of Implementation. The basic design followed in Part I of the study was the single case research method. Being retrospective in nature, the bulk of data collected and analyzed were drawn from the various project documents generated in the last four years. Part II of the study pursued a descriptive research design, where on the basis of project objectives and their accompanying accomplishment indicators, evident and community perceived changes occurring among pupils and the community, that may be attributable to the project were determined. Community perception of the PHM School and satisfaction of the same were likewise ascertained. These were done via documentary analysis, administration of questionnaires to pupils, teachers, and their parents, as well as interviews of selected community leaders. In order for the questionnaires to be answered appropriately and reasonably, those administered to Hanunuo Mangyan pupils and parents were written in Tagalog and verbally translated into Hanunuo.Some findings in this study support various hypotheses on the growth of disadvantaged communities, advanced by development-oriented professionals. 2. The process pattern that evolved in the development of the PHM School project affirms the realistic nature of the bottom-up learning process paradigm formulated by Korten over the traditional blue print approach. 3. Utilizing the participatory approach in the planning, implementation, and assessment phases of the PHM School project, has so far been shown to be feasible, although this can further be rendered more effective via a more direct and intensive approach to community capability building. 4. The PHM School project has its strength and weaknesses. Its strength lies in its approach to community development, cultural appropriateness, long-term sustainability, positive regard by constituents, personnel development, linkages with both government and non-government agencies, and product delivery to its funding agency. The weaknesses seen in the project are the facts that community building strategies have not kept pace with the requirements of the project, pupil and community self-confidence remain low, and that teaching methodology adopted at the PHM School needs to be further studied and improved. 4. Following the standards incorporated in the ministry learning continuum-based standardized tests in assessing pupil achievement does not seem to be realistic for disadvantaged pupils, who are also members of an upland cultural community