Saint Marys University Indigenous Knowledge and Tradition Center Bayombong, Nueva Vizcaya

---------------------------------------------------------------------------------------------------------------------------------------------COMMUNITY EXTENSION PROGRAM PROPOSAL (Sample Research-based Community Extension) I: PROGRAM TITLE: A: Implementer: Promoting Iwak Literacy through Establishment of an Indigenous Peoples DayCare Center in Libawan, Kayapa Proper West, Kayapa, Nueva Vizcaya NSTP / School of Engineering & Architecture / School of Arts & Sciences / School of Education with LGU Kayapa as external partner Indigenous Knowledge and Tradition Center & Community Extension Services 2. Program Management Team Members Mr. Sherwin Marciano, Dr. Teresita L. Reyes, Dr. Maria Teresa B. Tayaban, Dr. Cristeta T. Aduca, CES Coordinators from the 3 schools, IKAT & CES B. Target Group: Iwak Day-Care Children of Libawan, Kayapa Proper West, Kayapa, Nueva Vizcaya C. Cooperating Agency Local Government Unit of Kayapa, Province of Nueva Vizcaya D. Duration: Building Construction 1 and or 2 months Education linkage from establishment & onwards

1. Program Coordinator:

E. Proposed Budget: a. Building Construction - Php 40, 000 b. Learning kits/modules and other Instructional Materials Php 5, 000 II: PROGRAM DETAILS a. Rationale:

Those engaged in education must never forget that they themselves must be motivated with a deep apostolic spirit to bring their mission to a good end (CICM Constitution)
One of the many significant portals from which the CICM made significant impact/influence on the lives of the Filipino people is education. If Saint Marys University is a CICM educational institution of higher learning, it should serve certainly as an extension of that CICM mission. It must therefore strive to cater a type of education that can reveal the fullness of human dignity in the light of divine revelation to extend that education to the less fortunate, and marginalized people reflecting the human aspiration of

social well-being that underlies the CICM missionary objective. This is the premise from which this program proposal is made. In connection to the research titled, Mapping and Profiling of Iwak Culture Centers in the Province of Nueva Vizcaya and on the basis of a semi-census survey, information on the educational attainment of the Iwak respondents has been gathered. Only about 48.4% or 125 out of 258 Iwak household respondents finished elementary schooling; 25.1 % or 65 finished high school while 51.5% or 133 did not finish high school; only 10.1% or 26 out of 256 finished either vocational and or college degrees. A very big margin of 89.8% or 230 did not have formal education from elementary to college. In addition, the study also looked into the the educational attainment of the respondents wives/husbands to get a clearer picture of the educational attainments of both father and mother. Some wives and or husbands of the respondents are also Iwak but others belong to other ethno-linguistic groups. The culled data yielded 47.7% or 128 out of 268 who did not finish elementary schooling, only about 28.7% or 77 finished elementary education, 16% or 43 finished high school, 1.49% or 4 have vocational trainings while 5.97% or 16 were college graduates. From this information, it is worth concluding that majority of fathers and mothers who are married to Iwaks have little education or none at all. It follows therefore that if education is one of the essential factors that elevates one from the shackles of poverty, like the Iwak respondents, their husbands and wives do not significantly contribute to enhancing the economic condition of the family. This is an area or aspect where both national and local agencies, private and or nongovernmental organizations can help offer and or extend informal and or non-formal types of education to capacitate them in order to have equal chances and or better opportunities in life. On the accessibility and presence of schools in the Iwak culture centers, almost all barangays have day-care centers, elementary, and high schools but some sitios are located far from these lerning centers. Sitio Libawan does not have easy access to Barangay Kayapa Proper West Day Care Center. The parents main problem is distance. Day Care children (aged 4 to 5) have to walk at least 2 or 3 kilometers to reach the center. This has been validated during the focus group discussions where the parents aired their sentiments: Their children get tired walking, hence they can not concentrate in their studies, many do not have baon or merienda, no educational materials, no learning kits, the terrain is rugged, etc..etc.. In addition, the data gathering tool also included an item that will give a general picture of the respondents preferences as to how the five aspects namely: educational support, economic assistance, aid towards acquisition of ancestral domain, health/medical assistance & legal support can be extended to them. The question, How would you want your local leaders/private organizations and or nongovernmental organizations to help you? They were asked to rank the items according to their most preferred assistance (1 means most preferred and 5 means least preferred, etc). The culled information showed top priority on educational assistance. All Iwak culture centers preferred educational assistance (r=1/m=1.54) over other aspects. When asked about what types of educational support do they need, the respondents enumerated the following: Educational assistance in terms of building schools, educational materials, providing scholarship grants and giving free education. Economic assistance came next (r=2/m=2.39) in terms of livelihood projects and programs while health/medical assistance followed (r=3/m=2.98). The fourth is assistance towards acquisition of ancestral domain (r=4/m=3.45) and fifth is legal assistance (r=5/m=4.61). The big discrepancies in the overall mean ranks indicate the urgency or priority needs of the Iwak respondents.

Moreover, the preference on education is triangulated once again when the respondents were asked to enumerate other types of assistance aside from what was enumerated above. Establishment of day-care centers and health clinics among others ranked 1 (f=69) while stopping mining activities ranked second (f=62). Third is infrastructure projects (f=43), followed by employment opportunities (f=28); the fifth is building irrigation system (f=24) and the sixth is to conduct capability building seminars (f=22). Libawan and Buyasyas, Kayapa ranked first establishment of day care centers as their priorities while the former also included helping them to stop mining activities. Besong & Amelong labeng both ranked first employment as urgent priority in their other preferred list of assistance. The above result of the study promises a good case for establishing a day-care center at Libawan. The program can be made sustainable in that the various schools of Saint Marys University can converge together by contributing other means/extension services relative to educating the day-care children. During the giving of alay-kapwa donations, the Municipal Mayor gave a pledge of support for whatever capacity arrangements that the University can do for the Iwaks of Kayapa. b. Terminal Goal: The terminal goal of the project proposal is to provide education to the day-care children by establishing a wholesome physical structure, quality learning kits/modules and other relevant educational support. c. Projects, Outcomes, Duration & Budget: Project Outcome Duration Budget Promoting Iwak Literacy Outcome: (For the recipients of the project) through the Establishment of an As a result of the project, the day-care Indigenous Peoples children will have: Physical Day-Care Center in 1. a more wholesome physical structure, Structure 1 Php 40, 000 and other facilities conducive to learning; or 2 Months Libawan, Kayapa Proper West, Kayapa, 2. quality learning kits and or modules and; Php 5, 000 3. a continuing day-care facility for the Nueva Vizcaya Iwaks children Outcome (for the sponsor of the project) As a result of the project, the sponsors can: Onwards 1. conduct other capacity arrangements for and on behalf of the children of Libawan or Iwaks of Libawan in general and; 2. do other relevant and innovative researches and educational interventions like crafting of contextualized modules for the Iwaks NSTP students from Kayapa can have the option to work/render services directly for the

Iwaks of Kayapa besides attending Saturday classes at SMU III: Project Details: Component Activities, Outputs, Timeline, Persons Involved, Budget Activity Output Timeline Persons Involved 1. Ocular Inspection of the Drawing/Architectural NSTP, SOEA, proposed location of the design 1 day (for SAS, SOE, IKAT, daycare center at Libawan items 1 & CES 2) * getting of information on the Pledge of donation of donation (who owns the the area by the land?) of the site for the Iwaks of Libawan proposed daycare center 2. Rough estimation of the bill of Bill of Materials materials 3. Drawing counterpart counterpart IKAT, CES Php 40, 000 Budget

SOEA

community Pledge of financial 1 day to Iwak Parents and LGU support for the day- gather the care teacher pledges of (Parents) support Pledge of financial counterpart for the building and financial support to the daycare teacher (LGU) LGU Kayapa

4. Consolidating funds for the Document on 1 month daycare building Consolidated funds

NSTP plus the three aforementioned schools in coordination with LGU Kayapa 2 Representatives from the four sponsors in coordination with LGU Kayapa

5. Purchase and delivery of Receipts of 1 or materials purchased materials days and shuttled materials (to Libawan)

* gravel and sand Iwak stockpile of gravel counterpart and manpower and sand at the site 6. Designing/layouting blueprint proposal 1 day

Iwaks of Libawan

SOEA

7. Start of Masonry and supply of carpentry works manpower 8. Lighting fixtures & wirings force)

needed 1 month Iwaks of Libawan (labor at most with SOEA Representatives

9. Tables and chairs/chalkboard (good for 12 daycare children) 10. Learning Kits/Modules 11. Other Educational Materials

tables & chairs

1 month NSTP, SOEA, at most SAS, SOE, LGU Kayapa Donation of onwards NSTP, SOEA, Php 5, 000 kits/modules and onwards SAS, SOE, IKAT, other educational CES materials

A GLIMPSE OF SITIO LIBAWAN, KAYAPA PROPER WEST (Taken during the Alay Kapwa Donation) A. The road to Libawan

B. Gestures of Iwak Hospitality

C. The Present DayCare Center

D. The Future of LIbawan: A people greatly in need