The Badjaos have noaccess to stable education…

…but they dream to beschooled.

Schools have not alwaysbeen hospitable to the Badjaos.

They cope with acurriculum not culturally suitedto them.

They are often bullied bytheir classmates.

They are completelyignored or openly despised byteachers.

The school willbe brought to theBadjaos.

Banca Classroom for Badjaos(Canoe Classroom for Tawi-Tawi’s

Sea Gypsies)

Basil V. Sali

5/16/2011 9

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Project Title: Banca Classroom for Badjaos

Inspired by the pushcart classroom of Efren

Penaflorida, the banca classroom suits the lifestyle and culture of the Badjaos

(oftenly called sea gypsies by the Westerners).

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Our organization has already established

rapport with the Badjaos since one of our regular outreach programs is “Tabang

Danakan Badjaos”

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Personally, they are my sources of strength and inspiration. In times of physical and mental

exhaustion, I go to their village to be always reminded

of the simplicity of life.

Your name Basil V. SaliYour age 27Range of ages of those who will

benefit?7-12

Your ethnicity Sama-WarayEthnicity/ies of the community

where you will implement your project

Badjao

Your religion UCCP-Protestant

Religion/s of the people who will benefit?

Indigenous, Islam, Roman Catholic, Baptist, Alliance Church

Specifically, who will benefit?

Badjao children

How many will benefit: individuals, families, total?

30-50 chidren200 families

Name of organization/s which will help you implement your project

Kabataang Pangarap ni RizalTawi-Tawi English Teachers

AssociationMSU Tawi-Tawi

Name of adult adviser/s who will help you implement your project

Prof. Abduljamil IshmaelProf. Alejandra Calva

Your own location:village/city/specificprovince

MSU-TCTO, Sanga-Sanga, Bongao, Tawi-Tawi

Project location Badjao Village, Luuk Banca, Bongao, Tawi-Tawi

Identifying Information

Project Title Banca Classroom for Badjaos(Canoe Classroom for Tawi-Tawi’s Sea Gypsies)

Project Proponent Basil V. Sali, Sama, UCCP-Protestant

Project Location Badjao Village, Luuk Banca, Bongao, Tawi-Tawi

Who Will Benefit? Badjao children who are pagans, Muslims, or Christians

Identifying Information

How Many Will Benefit? 200 families (about 5 members per family) = 1000 persons total

Date of Implementation August 7, 14, 21, 2010 (3 days)

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KABATAANG PANGARAP NI RIZALMSU-TCTO Chapter

Name Basil V. Sali

Youth or Adult Youth

Adult Adviser for Youth Prof. Abduljamil IshmaelProf. Alejandra Calva

Profession College Instructor

Sex Male

Ethnicity Sama

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KABATAANG PANGARAP NI RIZALMSU-TCTO Chapter

Religion UCCP-Protestant

Organization KAPARIZ MSU-TCTO Chapter

Organizational Address MSU-TCTO, Sanga-Sanga, Bongao, Tawi-Tawi

Cellphone (+63) 929-330-5562

Email bas_sali@yahoo.com

Organizational Partners

Name Contributions Benefits

1. Tawi-Tawi English Teachers Association

Resource persons,Facilitators,Secretariat

The group will be co-spearheading the operations of the project. It will be an avenue for the group to impart knowledge to the indigenous people of the community whom they cannot teach inside the formal classroom.

2. Marine Battalion Landing-2

Security, Transportation, Mobilization

This is an opportunity for them to “go beyond the usual” with a special literacy program. Also, this will foster the morale not just of the Marines but also the locals.

3. Tawi-Tawi Tourism Council

Promotion, Sponsors, Technical assistance

Seeking assistance and partnering with the provincial tourism council enhances the government in rendering services to the community.

Background

Badjaos sail on boats that serve both as transportation and home, constantly moving in search of food and livelihood or to escape perceived threats.

They are expert divers and fishermen who rely not on sophisticated equipment but years of experience to ply their simple trades.

Background

In Bongao, Tawi-Tawi, the municipal government in partnership with USAID-GEM constructed 200 stilted houses for Badjaos. However, extreme poverty and social alienation continue to haunt them. This ethnic group falls under the "DDU" category of state welfare agencies. DDU is short for depressed, deprived and underdeveloped.

Background

On a positive note,Badjaos agree that educationcan make a difference. Thetribal leaders acknowledge thatthey need to send their childrento school.

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Badjao Village1. Which community? Name it. Badjao Village2. Why this community? It’s the heavily concentrated area

of the Badjaos in Bongao.3. How many families? 2004. How many people? 10005. How many people from minority group or culture?

1000

6. How many people from the dominant group or culture?

none

7. How many poor? All of the residents

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SWOTInternal Strengths Internal Weaknesses

Badjaos want to be educated.

The academic world does not warmly welcome them.

They are able to preserve their culture.

Badjaos cast doubts to foreign aids for for fear that

they will be used for self-vested interests.

Some local folks are more than willing to share their

time to help Badjaos.

Some would rather go fishing to bring food on the

table.

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SWOTExternal Opportunities External Threats

Mini-grant of $150 Might not be sufficient.

Possible stakeholders in the community

Some groups might use the project to gain ‘pogi’ points

Provision of banca Ebbs and swells of the sea

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VisionAn informed community with

active citizens havingeducation quality and accessfor learning and livelihoodskills

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Mission To develop and strengthen

the academic competence ofthe Badjao children andprovide functional literacyprograms for adults.

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Goals

To develop a multi-level curriculum integrating 3 R’s with cultural awareness and appreciation;

To strengthen the capacity of the Badjaos on academic content knowledge;

To provide functional literacy instruction to the parents;

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Goals

To conduct skills and livelihood trainings for Badjao adults;

To offer medical and other basic services the community can provide; and

To employ them.

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Project DescriptionThis novel project is an advocacy for literacy

development and enrichment for Badjaos. It is toempower the poorest ethnic group in the SouthernPhilippines in the hope to alleviate poverty.

It is a participatory coalition work involvingcitizen action to address one of the pressingconcerns of the community.

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FrameworkThe Universal Declaration of Human Rights Article 26-1 and 2

Article 26.(1) Everyone has the right to education. Education shall be free, at

least in the elementary and fundamental stages. Elementary education shall be compulsory. Technical and professional education shall be

made generally available and higher education shall be equally accessible to all on the basis of merit.

(2) Education shall be directed to the full development of the human personality and to the strengthening of respect for human rights and fundamental freedoms. It shall promote understanding, tolerance and

friendship among all nations, racial or religious groups, and shall further the activities of the United Nations for the maintenance of

peace.

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Strategies of ImplementationPresentation of the Project to Lead Organization and Organization PartnersConsultation to other local organizations for partnershipsLobbying of the project to institutions and respected individualsCoordination and Networking of various youth organizations

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Strategies of ImplementationMeetings with the confirmed volunteered organizationsConceptualization and Organization of the ProjectInformation Dissemination and Community VisitData Gathering and ConfirmationPreparation and MobilizationImplementation and Assessment and Evaluation

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Output IndicatorsComplete retrieval of profiles, attendance and survey needsDocumentation reports completedPhotos placed inside documentation and CD‘sMinutes of Meeting retrieved and submittedOrganization partners met through the various approaches and activitiesTrainers training module, compilation and documentary

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Sustainability Plan

The sustainability of the project continues after theimplementation of the first project. The conduct of theplanning after the evaluation and assessmentdetermines the next schedule of implementation.

The proponent is not worried that the project will bedropped as soon as he is gone. He believes that theMSU-TCTO and the community will be committedenough to keep it going.

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Banca Classroom for Badjaos(Canoe Classroom for Tawi-Tawi’s

Sea Gypsies)

Basil V. Sali