Nezel C. Duque¹, Liberty A. Rosario², Darwin Don M. Dacles^3,

Following the normative-descriptive type of research using a semi-census survey, this study gathered information on the profile of school-going children of Baguingey Elementary School. It also utilized document scanning and analyses of grade reports to describe the academic performance of school children. Based on findings of the study, the study formulated an Assistance Program for the school children and their families. Findings of the study revealed that majority of the school children spoke Ayangan, who were enrolled from grades 1 to 6, and affiliated with Union Espiritista and Born Again. The parents of the learners were in their middle adulthood. The mothers were younger than their fathers and they had big number of children to look after their needs. Most had nuclear families and followed the patrilocal type of residence, a big majority of the heads of families either finished elementary or no schooling completed. The study concluded that the Ayangan children were in need of assistance to be able to finish their education as gleaned from the profile. Government, NGOs and private sponsored – projects were seen as vital in enhancing their opportunities in life. Since about 97% are Ayangan, the integration of indigenous peoples’ education also helped in preserving, protecting and promoting relevant indigenous knowledge, systems and practices to sustain cultural life. Today’s generation of Ayangan learners at Baguingey Elementary School exhibited opportunities to grow or enhance themselves through education. They were good academically and could exhibit greater chances to succeed but much needed educational support was called for, including economic support for their families. The proposed infrastructure projects like paving and widening of roads, school building construction, livelihood trainings for mothers and feeding program were seen as important activities since they were need-based and rights-based in as far as the approach of community-based programs and projects were concerned.

community extension services, initiatives in extra and co-curricular activities, peace pedagogies, peace plan and program, peace linkages and school policies and rules