Educating the Badjaus in South Sulu Maud
by Pathways — Arnold Divino
Between the island provinces of Sulu and Tawi-Tawi in the South-west Philippines lies the island municipality of Siasi. Travel even further south of Siasi and you’ll find the barangay of South Musu Laud, a fishing and seaweed-farming village of mostly Badjau tribespeople. Based on the 2020 Philippines census, the village has a small population: 738 individuals spread across approximately 148 families. Half of the population is aged less than 18 years, and 16% is aged between 5–9 years of age.
There is no known study on the literacy rate of the South Musu Laud people. Based on available indicators, we can assume it is low — much lower than it should be. The village has no schools, and those who can afford access to elementary education must travel to the neighboring North Musu Laud (around 20 to 30 minutes by boat), and then to Siasi proper (around 45 minutes) for high school education. The very few who can afford college education go to Jolo, which is roughly a four-hour trip via motorised boat from Siasi.
In that context, it’s easy to understand why many residents of South Musu Laud grew up without formal education. In fact, some only first experienced going to school at ages 12 to 14 years old, studying at Grade 2 level. At present, only two individuals in the village have fulfilled their complete basic education: two teenagers — a male and a female — who are in their senior high school years in Siasi proper. These students are the exception; fortunate enough to have parents who struggle and work hard to give them PhP 50 per day to sail to and from school each day. The fare wasn’t even the standard rate — it was generously discounted by a lone boat operator willing to help.
TIMES ARE CHANGING
Two years ago, the Philippine branch of ChildFund International piloted an innovative education service delivery to nine (9) barangays in the Pandami and Siasi municipalities. The initiative was part of Education Pathways to Peace in Mindanao (Pathways) program’s Responsive Innovation Fund (RIF), where grants are provided to give local stakeholders and organisations opportunities to implement local solutions to local education challenges. The RIF helps pilot new ideas and practices, encourages divergent ways of working and thinking, and ultimately, helps supports peace building and inclusive education. In 2022 alone, 394 disadvantaged children received K-3 education under RIF activities in the BARMM.
With Pathways’ support, ChildFund wanted to test the concept that the Badjaus, who are believed to have some of the lowest education levels amongst indigenous communities in the Philippines, will want to pursue education as long as the delivery is relevant, inclusive, and consistent to their local context.
On 25 September 2022, groups of parents, children, and barangay leaders, in separate focus group discussions, gathered in structures over the water to tell their stories to the visiting Pathways team from Cotabato City. Many parents recalled that everything started to improve in the middle of 2020, when a team from ChildFund came to ask questions and collect information. A few months later, the new community learning centres were established.
Saida Ritolni, a local mother, recalled that the men volunteered to build the learning centre. “We were so excited because finally our village will have a school and our children can study right within the community,” she said. Tthe learning centre, which resembles a humble shack, looked not too dissimilar to their local houses! It was made of wood, bamboos, and corrugated iron sheets. “But, we did not complain. We are used to this kind of structure. We don’t need a fancy classroom. What is important is that our children have a place to learn and that there is a teacher.”
Fast forward to 2022, the community were more than happy to share their experiences with the Pathways team.
Squatting in a circle over the bamboo floor of the learning center, 10 parents and guardians took turns telling the reasons why they enrolled their children to the learning centre. Most of them have 4–7 children, and each one has an average of one child attending classes at the learning centre that provides K-3 education. Most parents have a common desire — that is, for their children to learn how to read and write. While a college degree might still be a way off for many local families, there’s no doubt that life has changed for the better since children started attending the learning centre.
“I am happy that the children can now study here in our community. They can learn without being bullied or discriminated,” male guardian Ribson Amilani shared, noting how Badjau learners were discriminated and bullied in other schools. This, in turn, contributed to the community’s low literacy rate.
A RIPPLE EFFECT
The Badjau parents were so grateful for the ongoing support of the RIF learning centre, that they helped expand the project. Aside from providing help to build and decorate the learning centre, the parents also made culturally relevant educational toys out of locally available materials. They also made tools for counting shells picked from the seashore, and helped children prepare for school by cooking extra food.
These efforts by the parents did not pass unnoticed by other stakeholders — including local decision makers. Encouraged by the community parents, the local government of South Musu Laud provided financial assistance to further expand the feeding sessions. Local catchment schools also provided modules and other learning materials for the learning centre. A youth group even raised money to buy additional school supplies for the children!
“The other groups also provided help. This made the children even more interested to learn,” said Jarsum Hadjulani, another local mother. “We enrol anyone who is qualified in age. We believe everyone should have an opportunity to learn,” she added.
Jarsum said she wished there were more learning centres in South Musu Laud, because there are still children in far-flung cluster of houses who are unable to access education. Her wish was echoed by the other parents who said they hoped the project would continue for some more years until the village established a permanent school.
The road to change might be long, but the people of South Musu Laud are proof that inclusive education goes a long way to fostering peace values and improving literacy and numeracy.