THE BRIGADA ESKWELA EDITION
DepEd Tandag visits last mile school
TANDAG CITY- DepEd
Tandag City Personnel visited
Pag-asa Tribal Community Ele-
mentary School, one of the last
mile schools in Tandag City Di-
vision, Tandag City, Surigao
del Sur.
As the Philippines pre-
pares for the opening of clas-
ses on September 13, the De-
partment of Education (DepEd)
Tandag geared up for the mon-
itoring of schools as to its read-
iness for the School Year 2021-
2022.
Benny T. Abala– Educa-
tion Program Supervisor/IPEd
Focal Person, Dr. Ponciano G.
Alngog-Education Program Su-
pervisor , Ronald L. Arnego-
Planning Officer, and Ginalyn
B. Patrimonio-Division Nurse
braved the rocky and rugged
terrain traversing Barangay
Mabuhay, Sitio Himat-e , Sitio
Hagimitan, and Sitio Pag-asa.
Pag-asa Tribal Communi-
ty Elementary School can only
be reached by “Habal-habal,”
an improvised motorized vehi-
cle used by the locals, or by
hiking for approximately 10 kil-
ometers or four hours.
During its one-year imple-
mentation, the school used four
makeshift classrooms for their
combo-classes of Grades 1
and 2, Grades 3 and 4, and
Grades 5 and 6, as well as the
Faculty Office. The first struc-
ture was built by the Mabuhay
Barangay Council through Hon.
Jodie Isiang, with the communi-
ty stakeholders, and the DepEd
Tandag.
Just this year, LGU
Tandag allocated budget
through the Special Education
Fund for the construction of two
makeshift classrooms that will
be used for the Office of the
School Head and Kinder
Garten, which are now ready
for occupancy.
Meanwhile, Oliver O Sua-
rez-School Head along with his
teachers were thankful for the
support extended by the City
Government through Honora-
ble Mayor Roxanne C. Pimen-
tel.
The implementation of the
DepEd's Last Mile Schools Pro-
gram, which aims to address
resource and facility gaps in
schools located in geograph-
ically isolated, disadvantaged,
and conflict-affected areas,
provided a ray of hope for in-
digenous peoples of Pag-asa.
In her address to the na-
tion, Secretary Leonor Magtolis
Briones stated, "Priority namin
Tandag City, Surigao del Sur, Philippines
SEPTEMBER 9, 2021
talaga ang Last Mile Program
para marating natin, maabot
natin ang lahat ng kabataan
dito sa Pilipinas."
To date, approximately
7,144 schools across the coun-
try have been identified as re-
quiring immediate assistance,
in which Pag-asa Tribal Com-
munity Elementary School is
included.
Right now, the school still
has a lot of needs. All govern-
ment agencies, stakeholders,
non-governmental organiza-
tions (NGOs), and the commu-
nity are encouraged to collabo-
rate on the development and
implementation of programs,
projects, and activities to im-
prove service delivery in last-
mile schools.
The Last Mile Schools
program is admirable because
it gives hope to students in re-
mote communities.(Ponciano
G. Alngog)
 THE BRIGADA ESKWELA EDITION
he smell of the mud
constantly beaten by
the wheels, the scents
of the rotten leaves
feasted on by the
worms, the fresh gentle
breeze kissing the morning
dew , the rugged and perilous
terrains , and the narrow path
–all these indicate that you are
on your way to the last mile
school of Tandag City.
Oliver O. Suarez, the School Head of Pag-asa Tribal Elementary School, trekking
the most difficult path to the school. (Photo courtesy of Yen Espinoza)
Crossroads
In some parts of the ar-
chipelago, school can be a
hard-won luxury. Every day,
many children must embark
on the most dangerous and
perilous journeys in order to
obtain an education. Pag-asa
Tribal Elementary School is no
excuse to these experiences.
Some walk along perilous cliff
edges, others walk barefoot
through the mountains or
Tandag City, Surigao del Sur, Philippines
SEPTEMBER 9, 2021 THU
cross broken bridges to get to
school on time. The solution
appears to be straightforward:
build roads and run buses.
However, for children living in
rural or impoverished areas,
there is no quick fix, and it is
often easier to drop out of
school.
This difficulty is felt not
only by the students, but also
by the teachers who bravely
undertake the challenges of
reaching out to the most dis-
advantaged members of soci-
ety. Life's adventure, accord-
ing to Oliver O. Suarez,
PaTCES' School Head, is what
makes you whole. Every day is
an adventure, and it's always a
pleasure to be a part of the
indigenous peoples' success.
The crossroads of educa-
tion are best appreciated if we
all have to go through what
these mountain heroes went
through.
Let us lend our ears to
the echoes of the mountain,
to the pleads of the lumads,
and the agony of the farmers.
Let us open our eyes to the
situation. Farm to market
roads should be given a priori-
ty to reach the marginalized
sector of the society. This way
they can feel that the govern-
ment is not forsaking them .
Afterall, indigenous peo-
ples education is not only my
concern but yours too. (Benny
T. Abala)
 THE BRIGADA ESKWELA EDITION SEPTEMBER 9, 2021 THU

Beyond borders
chooling during the Some isolated scenarios, on would help students grow
COVID-19 pandemic the other hand, demonstrat- and develop a wide range of
had a variety of ef- ed decline, particularly for competencies and skills both
fects on parents and learners who are unable to inside and outside of the
students from all socioeco- receive assistance from their classroom.
nomic backgrounds around elders at home. Indeed, education must
the world. The pandemic has While it has been a year continue regardless of the
hampered education and filled with tragedy and emo- landscape; it is always life
forced school closures. On tional pain, education innova- skills that matter in any situa-
the contrary, the tion and under any
COVID-19 pan- circumstances. It
demic has re- would always
sulted in at least acknowledge and
one positive adapt to the learn-
outcome: a ing that occurs
much greater outside of its walls,
appreciation for regularly as-
the value of sessing students'
public schools. skills and tailoring
As parents learning opportuni-
struggle to work ties to meet stu-
with their chil- dents where they
dren at home are at in their skill
due to school level.
closures, a As education
growing clamor considers another
among them is year with COVID-
noticeable and DepEd Tandag City personnel riding a "habal-habal," an improvised hinterland mo- 19, we must be
acknowledges tor, to Pag-asa Tribal Community Elementaty School in the rugged and perilous careful not to re-
the importance terrain. (Photo courtesy of Ronald L. Arnego) vert to pre-COVID-
of schools and 19 practices. We
teachers in the care of their tions and new approaches can leapfrog toward a more
children. Parents' apprecia- have emerged as a result of equitable and relevant learn-
tion for teachers, their skills, the turmoil and are present- ing ecosystem for all young
and their invaluable role in ing real opportunities to people in 2021 and beyond if
student well-being has grown transform education globally. we work together.
as their children struggle to Another challenges are
learn at home. up for the school year 2021- Let us raise the bar
The school year 2020- 2022. This time, the schools higher, always thinking be-
2021 has survived the adop- emerged powered-up be- yond borders and recogniz-
tion of Modular Distance cause of the strong support ing the importance of both
Learning. Positive impacts of the community and have theories and life skills for our
were notable based on the leveraged the most effective students. (Ronald L.
results of the students’ out- partnerships among stake- Arnego)
puts and performances. holders. Partnerships that

Tandag City, Surigao del Sur, Philippines

THE BRIGADA ESKWELA EDITION SEPTEMBER 9, 2021 THU

Tandag City, Surigao del Sur, Philippines

THE BRIGADA ESKWELA EDITION SEPTEMBER 9, 2021 THU

Tandag City, Surigao del Sur, Philippines

THE BRIGADA ESKWELA EDITION SEPTEMBER 9, 2021 THU

Tandag City, Surigao del Sur, Philippines

THE BRIGADA ESKWELA EDITION SEPTEMBER 9, 2021 THU

December 26, 2011

DO 103, s. 2011
CREATION OF INDIGENOUS PEOPLES
EDUCATION OFFICE (IPsEO)

1. The Indigenous Peoples Rights Act of 1997 also known as

the Republic Act (RA) No. 8371 mandates all government
agencies to recognize and promote the rights of Indige-
nous Cultural Communities/Indigenous Peoples (ICCs/IPs)
within the framework of national unity and develop-
ment.
2. Using this RA as the legal basis, the Department of Edu-
cation (DepEd) issued the DepEd Order No. 62, s. 2011
entitled National Indigenous Peoples Education Policy
Framework, to serve as an instrument for promoting
shared accountability, continuous dialogue, engagement
and partnership among government, IPs communities,
civil society and other education stakeholders in uphold-
ing the IPs Learners’ education rights.
3. To operationalize the said Indigenous Peoples frame-
work, the DepEd felt the need to establish a mechanism
for the mobilization, implementation and coordination of
all programs and projects of this Department pertaining
to IPs Education. Accordingly, the Creation of the IPs
Education Office (IPsEO) is important to ensure contin-
ued delivery of quality education to the IPs Learners.
4. The IPsEO shall perform the following specific functions:
a) Act as the focal point for DepEd in planning, imple-
menting, coordinating and monitoring of activities
related to IPs Education;
b) Develop and recommend policy standards and ac-
tions to DepEd management to enhance DepEd’s
implementation of education initiatives for the IPs
Learners;
c) Initiate and coordinate cooperation and collaborative
activities with the national government agencies
(NGAs), non-government organizations (NGOs) and
civil society groups (CSGs), Indigenous People’s Or-
ganizations, Private Business Organizations (PBOs)/
Corporate Foundations, Academic Institutions and
other inter-agency and cluster groupings concerned
with IPs Education; and
d) Serve as clearinghouse for all IPs Education related
transactions including production and issuance of
modules, indigenized curriculum, and other related
materials.
5. The IPsEO shall be under the functional direction of the
Undersecretary for Programs and Projects. The DepEd
shall engage the services of the Project Development
Officers (PDOs) on a contractual basis to serve as tech-
nical personnel/assistants in the IPsEO.
6. This DepEd Order shall take effect immediately.
7. Immediate dissemination of and compliance with this
Order is directed.
Reference: DepEd Order: (No. 62, s. 2011)
To be indicated in the Perpetual Index under the following
subjects:
BUREAUS & OFFICES
HUMAN RIGHTS EDUCATION

Source: https://www.deped.gov.ph/2011/12/26/do-103-s-
2011-creation-of-indigenous-peoples-education-office-ipseo/

Tandag City, Surigao del Sur, Philippines