Timanan Central Elementary School (TCES) is a school that serves the diverse community of South Upi dubbed as the “Haven of Empowered Tri-People” referring to their mixed populace of indigenous people (IP), Christians, and Muslims. They are known in their community as a unique school that accepts learners of all identities and backgrounds. This is a rare sight, especially within a context where the exclusion of marginalized groups may exist and where resources may be inadequate to cater to their identity and needs. Added to this is the reality of being geographically isolated and effectively left behind in most programs, including education.
To address the barriers to education that learners in Timanan and the Bangsamoro region face, Australia invested in the KaISA Project or the Inclusive Schools Approach, initiated and led by the Ministry of Basic, Higher and Technical Education (MBHTE). This upholds their mandate that no child in the Bangsamoro shall be left behind in education. TCES was selected as the site where the pilot Inclusive and Supportive Center of Learning (ISCL) shall be established, with the school community as part of the design team. These ISCLs shall serve as innovation hubs that all school communities can refer to for resources on inclusive education.
After months of preparation through training and co-designing sessions leading up to the launch of this pilot ISCL alongside other TCES educators, Lourdes Germo, School Principal of TCES, reflects on her journey as an indigenous person and educator who dreamed of being a role model and duty bearer to make quality education a possibility for all children, including the IP children of their community. She aspires for a reality where education transforms the future of learners from underrepresented groups and gives them a chance to live out their own dreams.
What does it take to make this dream come true – and why is inclusive education a challenge worth taking on to make this happen, especially in a context where this may be difficult to achieve?
A principal’s dream
Lourdes L. Germo, Principal I of Timanan Central Elementary School (TCES) dreamed of becoming a beacon of hope as an educator. Having grown up with financial difficulties as a member of the Teduray community in South Upi and thus motivated to lift her family out of poverty, she pursued her academic career as an educator to improve their quality of life and serve as an inspiration to her community. Her story, along with the successful Tedurays in professional field, can inspire other fellow tribes to reach their dreams.
“Sa amin, gusto naming ipakita sa kapwa namin Teduray na may Teduray ring may alam din. Gusto namin ‘yong [role] model kami para sa kanila. Para ‘yong mga walang interes sa pag-aaral, at least, ma-encourage namin sila… Then sa position ko ngayon, at least natulungan ko ‘yong aking kapwa Teduray.”
(For us, we want to [show] fellow members of the Teduray that Teduray people also have something to offer. We want to be role models for them. So that those who may not have an interest in education can at least be encouraged… In my position now, that is how I want to help my fellow Teduray.)
An IP educator advocates inclusive education for IP learners
For indigenous learners, education is a path to a better life outside of all kinds of poverty; at the same time, the same poverty hinders them from accessing this. This is the reality Germo grew up with and continues to be dealing with as a school principal who is also an IP and caters to IP children.
One day, the School Division Office (SDO) of Maguindanao I reached out to TCES through Alvin Antallan and Wilma Grace Rivero along with representatives of the project’s implementing organizations. They visited the school premises to assess if TCES can be the location of the pilot ISCL: physical infrastructure, accessibility of government agencies, availability of resources, sociocultural environment, and the predisposition of school towards inclusive education practices. After this assessment, TCES was eventually selected.
When this idea of designing and implementing the pilot ISCL was first introduced to TCES through Principal Germo, she initially felt apprehensive of this big responsibility thrust into the hands of their school. The pilot ISCL was not only aiming to reach IP learners, but all learners of all backgrounds – how could their humble school manage this pressure of designing and implementing a project of this scale?
Despite these fears, she realised something that changed her mind: TCES was a school that many individuals and organisations outside of South Upi were showing interest in. She also realised the value of the KaISA Project, that it was not simply about them and their capabilities – it was also about what they can achieve for their learners.
“[After ‘yong mga assessment]… sa last talaga, kami rin ang napili. So, siyempre masaya ako. Bakit ako masaya? Siguro sabi ko [nakita nilang] maganda ang school natin, and then sabi ko baka may nakita sila dito sa atin… na makatulong dito sa programa natin. Parang proud rin ako… Masaya ako.”
([After the assessments]… in the end, we were selected. So, of course I was happy. Why was I happy? I said, maybe they saw that our school is capable, and then I said maybe they saw something in our school… that can help with our program. That makes me proud… I am happy.”
Gradually, she and the TCES school community found their confidence in training and co-designing sessions with the implementing organizations who guided them throughout this process. These sessions built what they envisioned for an inclusive learning center for learners in their community can look one step at a time, from its policies, processes, infrastructure, classroom setting, and learning resources.
The legacy continues – and soars to greater heights
Lourdes Germo highlights that the ISCL is not possible solely through their efforts. Inspired by the value of solidarity that the KaISA Project was founded on, her dedication to creating a better future for learners in Timanan is guided by concrete action to build inclusive communities within and outside the school.
This is further proven by her intention to continue working towards making inclusive education happen even after her retirement.
“In my opinion… they may need me, but I want to give others a chance… to [give way] to other administrators who will come into position. [I think] I have achieved a lot as a teacher. I have many professional accomplishments. So, I want to share [what I know] with other administrators who will come,” Germo said.
Principal Germo pledges to serve as a consultant through the ISCL once she retires. For her, the advocacy for inclusive education does not stop with building one ISCL – this was simply the beginning of a brighter future educators are rooting for to take its full form in the Bangsamoro region, where all IPs can become professionals if they want to, and would later on take the same path as she did in championing for IP rights and opportunities.
Though inclusive education may not be a household name in BARMM yet, Principal Lourdes Germo will continue to use her position and voice to urge others to know more about inclusive education, the ISCL, and the benefits they can reap from it. She also believes that what they have accomplished here can serve as starting points for other school communities to adopt their own version of the ISCL for their learners.
One Teduray word that Ma’am Lourdes uses to best describe the campaign in the school for inclusive education is “fëliwawat,” a direct definition for “soar high”. From always striving to catch up with the needs of learners in Timanan, now, the TCES school community soars high to uplift every learner from their community towards a brighter future.