Nurturing Hope in the Heart of Bukidnon: The Journey of Lumad Children Towards Education

COURTESY: FPG/PIA-10

The Struggles of Lumad Children

In the lush landscapes of Bukidnon, nestled within the Philippines, lies Malaybalay City, a region steeped in rich cultural diversity yet marred by the stark reality of poverty. Among its inhabitants are the “lumads,” the indigenous peoples who inhabit the far-flung villages. These communities face immense challenges, particularly regarding education. Many lumad children grapple with the dual burdens of poverty and cultural expectations, leading to heartbreaking realities such as early marriages. The plight of these children underscores the urgent need for targeted educational initiatives. 

In response to this pressing issue, the Department of Education, through the Schools Division of Malaybalay City, has undertaken a transformative project aimed at empowering these marginalized youths. The establishment of a farm school specifically designed for poor indigenous students from the seven tribes of Bukidnon—Higaonon, Talaandig, Bukidnon, Umayamnon, Matigsalog, Tigwahanon, and Manobo—represents a beacon of hope. This blog post will delve into the establishment and significance of the Luyungan High School, highlighting the challenges faced by its students and the ongoing efforts to support their education.

The Vision Behind Luyungan High School

A New Beginning

The Luyungan High School, officially known as the Center for Indigenous Peoples Learning and Sustainable Development (CIPLSD), was inaugurated on June 1, 2016. The school was established on a site previously occupied by the Summer Institute of Linguistics, a testament to the rich historical fabric of the area. School Head Leonila Plazos envisions the institution not merely as a place of learning but as a sanctuary for students yearning for a better future. By incorporating agricultural education, the school aims to equip students with practical skills while simultaneously addressing their immediate nutritional needs.

Transitioning from traditional educational paradigms, the farm school model is designed to create a nurturing environment where students can engage in activities such as gardening and livestock raising. These initiatives not only provide sustenance but also instill a sense of responsibility and self-sufficiency among the students. The school’s expansive grounds serve as a living classroom, fostering both academic and personal growth.

The Reality of Poverty

Despite its noble intentions, the journey of Luyungan High School has not been without challenges. Many of the students come from families living in extreme poverty, rendering the initial plan of parental support for food untenable. Plazos poignantly questions, "How could their parents give them food if they don’t even have some food on their table?" This stark reality has necessitated a reevaluation of the school's operational strategies. The educators at Luyungan High School have embraced their roles as advocates, often going above and beyond to ensure that their students do not attend classes with empty stomachs.

To address this dire situation, the school has reached out to local government units (LGUs), national government agencies (NGAs), and non-government organizations (NGOs). These partnerships have been instrumental in providing food assistance and essential school supplies, demonstrating the community's collective commitment to uplifting the lives of these indigenous students. The support from various stakeholders is vital for the sustainability of the school and the well-being of its students.

The Challenges Faced by Lumad Students

Cultural and Social Barriers

One of the most significant barriers to education for lumad children is the deeply ingrained cultural norms that often dictate their life choices. Many children are betrothed at a young age, leading to early marriages that curtail their educational aspirations. For those who resist these societal pressures, the prospect of leaving their communities in search of better opportunities becomes a daunting reality. This cultural context complicates the school’s mission, as educators strive to create an environment that promotes academic achievement while respecting the students’ heritage.

Moreover, the influence of external factors, such as familial expectations and social dynamics, often poses additional challenges. Some students have been found to cut classes or sneak out at night to assist relatives involved in the New People's Army (NPA) after military encounters. This alarming trend highlights the precarious situation many students find themselves in, caught between the desire for education and the demands of their families. To protect the students from potential exploitation, the school has imposed restrictions, including prohibiting cell phone use, thereby reducing their contact with relatives who may be involved in the conflict.

The Role of Education in Breaking the Cycle of Poverty

Education is widely recognized as a powerful tool for social mobility. For the lumad students of Luyungan High School, education represents a lifeline, offering a pathway out of the cycles of poverty and socio-economic marginalization. The school’s curriculum is thoughtfully designed to not only impart knowledge but also to foster resilience and independence among the students. Educators understand the profound impact that access to quality education can have on the lives of these children and, by extension, their communities. 

As students engage in agricultural projects, they acquire skills that can lead to sustainable livelihoods. For instance, the farm school’s focus on chicken and egg production, supported by the Department of Social Welfare and Development (DSWD), exemplifies how education and entrepreneurship can converge to create opportunities. The income generated from these projects directly benefits the students, ensuring that they receive the necessary resources to thrive academically.

Community Support and Involvement

Collaborative Efforts for Sustainable Solutions

The establishment of Luyungan High School has galvanized support from various sectors, highlighting the importance of community involvement in addressing educational disparities. The city government of Malaybalay, for instance, has committed to regularly donating 30 to 31 sacks of rice per month for the more than 200 students residing in the school dormitories. This consistent support underscores the community’s recognition of the urgent need to invest in the future of its youth, particularly those from the most vulnerable backgrounds.

In addition to local government support, collaborations with NGOs and private stakeholders have proven invaluable. These partnerships have facilitated the provision of essential resources, including food assistance and educational materials. The collective commitment to supporting lumad students illustrates a unified approach to overcoming the challenges posed by poverty and social inequity.

The Impact of DSWD Initiatives

The Department of Social Welfare and Development (DSWD) has played a pivotal role in ensuring the sustainability of educational initiatives at Luyungan High School. The funding support for the school’s income-generating project on chicken and egg production, amounting to P450,000, has been instrumental in enhancing the school’s capacity to provide for its students. Director Ramel Jamen of DSWD-10 expressed deep empathy for the indigenous peoples, acknowledging the struggles they face in accessing essential services. 

The success of the chicken and egg production project not only provides a source of income for the school but also empowers students by involving them in the management of the project. Through hands-on training from professional farm technicians, students learn valuable skills that extend beyond the classroom, fostering a sense of agency and accomplishment. This initiative exemplifies how targeted interventions can create sustainable pathways for indigenous youth, equipping them with the tools necessary for a brighter future.

Personal Stories of Resilience and Hope

Voices of the Students

The stories of individual students at Luyungan High School serve as powerful testaments to the transformative potential of education. Jerome Catawanan, a 17-year-old from the Matigsalug tribe, expressed his gratitude for the support provided by the school. “Daku kaayo mi’g pasalamat ani nga project kay daku kaayo kini’g ikatabang sa among pag-eskwela,” he shared, emphasizing the significant impact the project has had on his educational journey. Jerome aspires to enroll in college after completing his senior high school, showcasing the hope and ambition that education has ignited within him.

Similarly, Abem Salahang, an 18-year-old from the Omayamnon tribe, reflected on her past struggles with access to basic needs. She recounted, “Naay mga panahon nga matulog na lang mi nga walay kaon,” revealing the harsh realities many students endure. Yet, her gratitude for the support of stakeholders illustrates a resilient spirit, as she recognizes the crucial role the project plays in alleviating her family's burdens. Abem’s story is a poignant reminder of the resilience of youth in the face of adversity.

A Future of Possibilities

Another inspiring voice is that of Olinan Iyawan, a 21-year-old Omayamnon student from Kabanglasan. Olinan’s journey to Luyungan High School was fueled by the desire for better opportunities. He poignantly remarked, “Lisud gyud kaayo ang akong gigikanan,” emphasizing the hardships he has faced. Yet, like his peers, he remains hopeful that education will pave the way for a brighter future. The aspirations of these students highlight the potential for change when given the right support and resources.

As the stories of Jerome, Abem, and Olinan illustrate, the impact of Luyungan High School extends far beyond academic achievement. It represents a collective effort to break the chains of poverty and empower indigenous youth. The resilience demonstrated by these students stands as a testament to the enduring human spirit, reminding us all of the importance of education in shaping a better tomorrow.

A Collective Responsibility

The journey of the lumad children in Malaybalay City reflects the broader challenges faced by indigenous communities across the Philippines. Education serves as a vital tool for empowerment, offering hope and opportunities for a brighter future. The establishment of Luyungan High School is a commendable step towards addressing the educational disparities faced by these marginalized groups. 

However, the success of this initiative depends on the continued support and collaboration of various stakeholders, including local governments, NGOs, and the community at large. By working together, we can create a more equitable educational landscape that uplifts the lives of indigenous youth and fosters a future where every child has the opportunity to thrive. As we reflect on the stories of resilience and hope, let us reaffirm our commitment to championing education for all, ensuring that no child is left behind.