ARCHITECTURE LEADING TO CULTURE EMPOWERMENT: A PROPOSED CULTURAL COMMUNITY CENTER WITH LEARNING AND HEALTHCARE FACILITY FOR THE AGTA AGTA AND DUMAGAT TRIBE OF ISABELA
A Thesis Presented to the School of Architecture, Industrial Design & the Built Environment Mapua Institute of Technology
Presented by
Kasala, Janeille Aloha B. 2010121916
Architect Junar Pakingan Tablan, Tablan, uap, MSAE Adviser
Part 1: The Problem and Its Background
Chapter 1.1 General Overview The Philippine archipelago is made up of 7,107 islands with a total area of 300,000 sq km. As of the year 2014, it has a current population of approximately 100 million people. O ut of the total population census, at least 12-15% (percent) or 12-15 million inhabitants comprises the 110 ethnic tribes and cultural minorities. The Indigenous Peoples (IPs) are rich in natural resources and cultural biodiversity. Although some of them are now in varying states of extinctiondue to the rising colonization and urbanization brought about by the modern era, other communities have been able to maintain their traditional lifestyle and culture. When it comes to survival, most of the IndigenousPeoples depend only on traditionalfarmingand hunting utilizing their ancestral domains whether in upland or coastal areas. However,most of these traditional cultivationsites have been threatened because they donot have legal recognition over their lands, thus limiting their abilityto freely conduct their livelihood activities and are denied access to other naturalresources in their communities. Most IP settlements are remote, without access to basic services, and are characterized by high incidence of morbidity, mortality and malnutrition. They are in extreme poverty and consideredas the poorest and the most disadvantaged social group in the country. Illiteracy and unemployment are much higher among them them than the rest rest of the population. Their communities do not have electricity, electricity, basic sewage system, and infrastructures. They are deprived of sustaining their basic human needs in terms of health, education and security.
Chapter 1.1.1 Introduction “ You You cannot simply put something new into a place. You have to absorb what you see around you, what exists on the land, and then use that knowledge along with contemporary thinking to interpret what you see.” see.” – – Tadao Tadao Ando
Architecture Architecture has always played a significant role in the creation of global architecture that gave birth to globalization, hence, it is possible that it is also the key player in rebuilding the cultural and architectural identity of developing countries that neglected their identities.
The IP communitiesare in deep need of revitalization. Since they depend only on their natural environment to survive, the community they live in must be sustainable and efficient. Community developmentas well asfacilities like schools and health center are certainly the keys to solve the present issues in the IP communities. A healthy community design and sustainable settlement development strategy will improve the living condition of the IPs. Through architecture, their current conditions can be developed and improved by providing them a sustainable plan for development in terms of a culture sensitive design.The restoration and development of any community is always influenced by the defining relationships between existing ideas, traditions, values, and culture.
Chapter 1.1.2 Background of the Study Twenty thousand years ago, the Philippine archipelago has been inhabited by aboriginals which later gave birth to the tribe of Negritos. Negritos are divided into twenty nine ethno linguistic population and one of them is the Agta. The Agta tribe has been dominating the Northern part of Luzon. Among them is the Agta of Sierra Madre, also known as Dumagat. The Agtas resembles the physical features of Aetas, kinky hair, dark complexion and big round eyes. They have been an object of ridicule by other people because of their physical features, thus, they tend to isolate themselves from the society. They are semi-nomadic and hunter gatherers in nature. They have a relatively simple and egalitarian social organization. Despite the occurring colonization and globalization, they have retained their way of living and culture.
Chapter 1.1.3 Statement of the Problem Indigenous
peoples
belong
among
the
poorest
and
most
marginalized
sectors
of
Philippinesociety. They experience neglect and discrimination in the provision of basic socialservices by
the Government. It is proven by the 2008 budget that shows regions with the highestconcentrations of indigenous peoples get the smallest allocations from the nationalGovernment (CAR – – 1.22 per cent, CARAGA – – 1.38 per cent, Region IX – – 1.58 percent). Thus, social service provision in indigenous territories is far below that of the restof the country (ADB 2001).The lack of budget has resulted in generally poorer living conditions and higherincidence of poverty in regions where indigenous peoples are found or concentrated. According to UNICEF, the majority majority of the illiterates in the Philippines are the the indigenous and tribal people who live in remote and upland areas. Generally inhabiting mountainous and isolated regions, the tribal people in the country receive less attention and support from the national government. They lack even the most basic of educational facilities, such as school supplies, books, school buildings and even teachers. Furthermore, the general health situation in regions and provinces with the largest concentrations ofindigenous peoples is below the national average.Health and nutrition problems, which should be preventable and treatable, continue topersist. This is due to the continued absence or lack of basic health personnel, facilities,resources and information in these extremely poor upland groups. As stated by Early and Headland, the Agta are not highly defensive of their cultural ways. They know their subordinate position and seek to survive in it with little thought of preserving their traditional culture. Due to the economic and political dominance of non-agta populations and the continued environmental degradation which deprives them from their cultural identity and subsistence, in time, they will either end up physically extinct or turn into enculturated and depopulated tribal Filipinos who are poor, illiterate and impotent. Indigenous Peoples‟ cultural survival has always been threatened by the uprising modernity and globalization. Ethnic minorities are presently experiencing a tribal extinction paradigm all over the country, even in the world. To stop and prevent this, resilience oriented views must be adopted by IP communities in order to embrace changes without dissolving and destroying their culture. Hence, all problems mentioned earlier calls for a sustainable and resilient community development for the IP communities. Philippine IPs homelands are very rich resource areas in terms of their physical, biological
and cultural resources yet they lack the infrastructures that they need in order to fulfill their basic necessities.
Chapter 1.1.4 Project Goals, Objectives, and Strategies Chapter 1.1.4.1 Goals Theprimary goal of the study is to address the current problems and condition of the Agta and Dumagat tribe of Isabela in terms of designing a new and innovative facility that will contribute to the preservation and advancement of their biological and cultural diversity. The study intends to develop sustainable strategies that will effectively alter the living conditions of the IP community by creating sustainable spaces that are self-sufficient and aims to improve their community through sociological, environmental, and economical practices.
Chapter 1.1.4.2 Objectives The main objective of the studyis to develop a sustainable and resilient community that is culture sensitive.
Empowerment of indigenous tribes
Create culturally appropriate ways of training and formation for indigenous children, youth, community leaders, and development workers
Produce Indigenous citizens that are equipped to contribute to the development of IP communities
Protect culture and way of life
Chapter 1.1.4.1 Strategies
utilize and employ local materials and infrastructure/mechanical systems, conserve, utilize, enhance and rejuvenate the local natural environment
provide a locally supported approach to community, cultural and human development empowering of the local population
cultural and community grid pattern development will be given priority keeping in mind the present cultural values of the community.
local materials and available labor that provides jobs for the community
educational infrastructure to thereby strengthen the community
Chapter 1.1.6 Significance of the Study The study creates a significant impact in the dissolving cultural heritage of the Philippines. It will create a deeper understanding and better appreciation of tribal life and culture which creates opportunities for both Agta and non-Agta people. It will lead to the empowerment of IPs in taking pride of their culture and in educating ethnic minorities in the country.
Chapter 1.1.7 Scope and Limitation The study will be limited on a case study to be conducted in the different Agta communities of Sierra Madre in Isabela and the gathering of data from people‟s views along with their opinions on the current problems the tribe is facing base from experiences. The study covers the development of an IP community which will establish a community center with educational and health care facilities. This study will focus on exploringdifferent architectural solutions in formulating the design concept for a sustainable living within the Dumagat community. The study will not cover the cost estimation of the project.
Chapter 1.1.7 Assumption The study will give a deeper understanding of the culture of the Dumagat tribe. It will conduct a thorough analysis of their social structure which will be integrated in the design phase. The social structure of a community is the determining factor of a sustainable sustainable environment. environment.
Through the study, it
will prove that architecture can be the answer to the empowerment of cultural minorities that loses its identities due to the globalization of today and by sustaining their basic necessities in a traditional and practical way.
Chapter 1.1.8Conceptual Framework
Culture
Livelihood
Design Concept
Social Behavior
Social Structure
Definition of terms: Indigenous Peoples (IPs) –Indigenous –Indigenous communities, peoples and nations are those which, having a historical continuity with pre-invasion and pre-colonial societies that developed on their territories, consider themselves distinct from other sectors of the societies now prevailing on those territories, or parts of them. Sustainability – Sustainability – involving involving methods that do not completely use up or destroy natural resources Culture – Culture – a a way of thinking, behaving, or working that exists in a place or organization Tradition – – a way of thinking, behaving, or something that has been used by the people in particular group, family, society for a long time. Anthropology – Anthropology – the the study of human races, origins, societies and cultures Ethnology – Ethnology – a a science that deals with the division of human beings to races and their origin, distribution, relations and characteristics Globalization – Globalization – the the act or process of globalizing Urbanization – Urbanization –the the process by which towns and cities are formed and become larger as more and more people begin living and working in central areas
Chapter I.2 Review of Related Literature
Chapter I.2.1 Related Literature Chapter I.2.1.1Situation of Indigenous Education in the Philippines The country has more than 110 ethnic tribes and cultural communities whose cultures and traditions are in varying states of extinction. These vanishing ancestral traditions and customary laws used to define social relationships and values and promoted efficiency of economic activities. Unfortunately, environmentally devastating socio-economic ventures, large-scale indiscriminate mining and industrial logging have brought incalculable damage to their primary source of livelihood and cultural sanctuary. The consequent destruction of their environment resulted in the further degradation of ancestral cultures which are largely shaped by the indigenous people's interaction with the natural elements. This resulting loss of their cultural identities, coupled with the devastation of their environment, have resulted in the serious economic displacement and cultural disempowerment of these communities. Tribal communities in various geographical areas are thus among the most impoverished and marginalized sectors of Philippine society (ACPC 2005).
Chapter I.2.1.2 Schools for Indigenous Knowledge and Traditions Among the organizations in the country that promoted indigenous learning is the Asian Council for People‟s Culture (ACPC). It was ACPC that came up with the SIKAT Programme. SIKAT is the Filipino word for „rising‟ and at the same time the acronym for „Schools for Indigenous Knowledge and Traditions‟. The combination of both meanings expresses well what the SIKAT programme is all about. It envisions a system at par with mainstream education, founded on the ways of life, traditions and culture of indigenous peoples, as a stepping stone to promote sincere development of the communities (Meneses 2004:1). The idea for the development of a culturally-responsive education was first expressed in 1999 by several of the indigenous leaders present in one of ACPC‟s trainings. ACPC decided to facilitate the
building of a national network of indigenous community educators who would develop and promote a dynamic and culturally responsive curriculum for indigenous communities. This inter-tribal council of elders launched the movement for the promotion of indigenous education. They then put forth a document – document – the the Kalinga Declaration – Declaration – which which envisions: "Indigenous education founded on the lifeways, traditions, worldview, culture and spirituality of the native community is a basic right of all indigenous people. It is a pathway of education that recognizes wisdom embedded in indigenous knowledge." (ACPC 2004) Since the Kalinga Declaration, ACPC facilitated teacher trainings, curriculum development workshops, tribal leaders‟ forum and other activities to prepare the communities and their indigenous teachers for the establishment of their Schools for Indigenous Knowledge and Traditions.
Chapter I.2.1.3 Ethnic Dumagat school to be built in i n Sierra Madre According to an article stated by, Raymund Catindig (December 11, 2011), The Department of Education (DepEd) Regional Office disclosed it will establish a specialized elementary school in the realm of the Sierra Madre that will cater to ethnic “Dumagat” children. This was disclosed by Regional Director Benito Tumamao citing the remote and isolated coastal municipality of Palanan, Isabela, the location for the specialized school. As this developed Ifugao Congressman Teddy Baguilat, House chair for the ethnic communities, wind up his weeklong assessment visit to Palanan in further securing recommendations in implementing cultural-focused education. Tumamao said DepEd will hire Dumagat teachers and local tribal intellectuals to educate their young. Tumamao said young Dumagat children are mostly discouraged to attend school since they are not in equal footing with other children in the poblacion areas. Ethnic children will be given specialized Dumagat instructions to sustain their cultural traits.
Chapter I.2.2 Review of Related Studies Chapter I.2.2.1 Foreign Case Study Chapter I.2.2.1.1 Ta Phin Community House
Architects: 1+1>2 Location: Tả Phìn, Phìn, Sa Pa District, Lao Cai province, Vietnam province, Vietnam Project Architects: Hoang Thuc Hao, Pham Duy Tung, Nguyen Thi Minh T huy Project Manager: Red Dream Project Project Year: 2012 Photographs: Courtesy of 1+1>2
The project site is at Unit 1, Xa Seng village, Ta Phin commune, 17km far from center of Sapa town, a popular tourism attraction in the north of Vietnam. The project is a multi-functional community house, which will contribute to the local economic growth, enhance tourism development and maximize the local potentials. The project is also developed toward sustainable development for the local
community by preserving natural resources and environment, as well as enhancing the local cultural diversity and traditional handicrafts. The action program will include training strategies for local people in sustainable agriculture, tourism, and project management.
The community house will be incorporated with an herb garden, and will include a working space, an exhibition room for local handicraft product, a small library, a communication center, as well as a studio for training program. All the above activities have been supported and advised by not only the local people but also the authorities and other community associations.
Section
The building form is inspired by the traditional red-scarf of the Dao minority woman, as well as the form of the mountainous topography of Sapa. The building uses local labor and material such as stone, recycled wood, adobe brick… and other sustainable green technologies such as: rain -water filter system,
solar energy, 5 compartment septic tanks, energy saving fireplaces, utilizing extra heat from the fireplace.
The location of the community house has also been well considered: It is in the center of the commune, next to the elementary school and public rice milling station, therefore it can maximize the use of all the above center and is easy to be recognized recognized by tourists.
The community house has just been opened for a short time, however it is getting many compliments and supports from the local community. We do hope that in future, the same idea will be applied for other communities, especially for minority communes.
Site Plan
Floor Plan
Concept Diagram
Materials Diagram
Population Analysis
Tourist Analysis
Chapter I.2.2.2 Local Case Study Chapter I.2.2.1.1 T´boli School of Indigenous
Knowledge & Traditions (Lembanig
Poblacion, Lake Sebu, South Cotabato, Philippines)
Geographical Location: Lake Sebu is located at the South Western part of the province of South Cotabato. It is approximately 44 kilometers away from Koronadal City. Lake Sebu is bounded on the North by the Municipality of Surallah, on the Southwest by the Municipality of T‟boli town and in the West by Palimbang of the Province of Sultan Kudarat.
Climate and Rainfall: The Climate of Lake Sebu belongs to the fourth type where rainfall is evenly distributed throughout the years. Lake Sebu temperature is relatively cool like that is Baguio City. The dry season usually falls during the month of March to April. However shower usually occurs during afternoon between the month of February and May. Land Area: 89,138 Hectares Topography:
The Terrace of Lake Sebu is predominantly rugged.
T´boli School of Indigenous Knowledge & Traditions was started to cater the educational needs of the T´boli pupils whose parents cannot afford to send them to public or private schools. It consist of Grade 1 to 6. HOW IT BEGAN Helobung community dance troop was directly involved in the impleme ntation of SIKAT T‟boli through coordination and partnership with the ACPC-SIKAT ACPC-SIKAT school year 2002-2003. For SY 2003-2004 Department of Education, Region X11 Division of South Cotabato urge the group to comply with the requirement for school Government Permit to Operate. Though Helobung had extended effort effort by all means, yet Department of Education needs SEC Registration where SIKAT T‟boli
will be granted to
operate.
September 2003, the school was about to close due to its illegal operation. operation.
There were series of
consultations, meeting and planning being made where 15 school Board members and Helobung work hand in hand to continue SIKAT T‟boli operation. operation.
It was then that Kesetifun Cultural Care Care
Foundation,Inc. (KCCFI) willing to help Helobung for SIKAT T‟boli legal operation.
MANAGEMENT SY – SY –2002-2003, 2002-2003, Helobung managed the whole SIKAT Operation. School Principal took charge of the day to day activities of the school. SY- 2003-2004, re-organization was made due to the needs and for legality of the school. Kesetifun Cultural Cultural Care Foundation,Inc. (KCCFI) (KCCFI) extended services services to Helobung for SIKAT T‟boli. The foundation assisted the school by providing pertaining documents needed for the Government Permit to Operate, since Hoboing is not qualified as SIKAT implementing organization. SY- 2004-2014, in the past school years many changes and improvements had been made with the buildings. The teaching cabability of the teacher where also enhanced thru series of several trainings and seminars. Enrollment has increased from 100 to now 136 puples.
ACHIEVEMENT SY- 2005-2006, Rhealyn Baay graduated from Sikat School after finishing grade 6 and is since June 2012 studying at the University of the Philippines taking up Performing Arts SY- 2010-2011, the school rank 2nd place during the national achivement test for grade 6 in all the private schools in South Cotabato.
FINANCIAL CAPABILITY Since T´boli School of Indigenous Knowledge & Traditions is considered as an infant Indigenous school, Helobung established a networking linkages inside and outside the country. country. They were able to to raise funds for the teacher‟s teacher‟s salary, feeding (lunch program) and construction of Grade One and Two rooms.
VISION
Indigenous Education is a pillar of empowerment and progress. Justice, peace and prosperity will will be regained by communities strengthen by their own wisdom and indigenous youth will face and reach out to the national and global community with dignity and confidence in their knowledge.
What is Indigenous Education? Indigenous Education revitalizes cultures and traditions that are gradually eroding, nurtures native life ways, defends ancestral domain and promote self-determination.
The T ´boli School Is born from our belief that education is strong pillar for employment. It transmits knowledge crucial to the survival of our tribes. The School encourages students to learn in our own languages, maintain our strong positive values, sustain community life cycles and events and protect or identity and
rights as indigenous people, in establishing community-own culturally responsive schools, we create linking pathways for the promotion of indigenous education among various tribes across the country.
T ´boli School Learners Our children must be given the opportunity to be custodians of the knowledge, skills, values, and tradition that are unique to our indigenous culture. In inheriting this responsibility, our children will be involved in nurturing, maintaining and transmitting knowledge fof future generation. The T ´boli School children will thus learn to value their heritage, contribute to sustaining the natural resources of the land and serve their communities with dedication.
Learning Pathways In science, history, mathematics, language, culture and values are geared towards the development premised of indigenous worldview. An indigenous Curriculum is innovative, challenging, and holistic and revolves around just and fruitful relation with fellow members of the community, the environment, and the great creator.
Ways of Learning Are experiential, integrative, and relevant with clear and purposeful goals, respond to the social needs and livelihood of the community and affirm the identity of the youth as indigenous Filipinos.
Program Sponsorship The Sponsorship Program aims to assist the school operation through feeding/lunch program, classroom constructions and Teachers‟ salaries. salaries. The school provides information of individual pupils and teachers. Twice a year the school submits submits
accomplishment reports to the sponsors and benefactors
about the program. Sponsors directly send their donations officially address to the school. Non -sponsored Tboli pupil may also benefited from those pupils who are sponsored, because they share their foods which the school gives three free lunch a week during school days.
Handicrafts Since the school is 100% serving the indigent T‟boli school children whose parents are designers and makers of T‟boli arts and crafts, the school established a Handicrafts program to help and assist the
school in additional operational operational expenses. The program helps the parents, pupils and youth to develop their individual skills, and provides marketing of their products.
Research This programs aims to help the the school for references. Collection of T‟boli music, dances and compilation of T‟boli T‟boli beliefs and practices, short stories, songs, chants will help the teachers integrate their lessons according to the subjects taught in school. The program provides concrete information about the T‟boli people and their cultures and traditions. Researchers may consult the school administrators.
Partnership The concept of the T´boli school is an indigenous school owned by the community itself. Arts and CraftsProject CraftsProject The Handicraft Livelihood of SIKAT is an income-generating project which help the livelihood and the promotion of indigenous Arts and Crafts. Philosophy and Objectives: The Handicraft Livelihood Project of SIKAT is geared toward the promotion of the indigenous Arts and Crafts giving livelihood to the tribal peoples at the same time preserving their identity and culture.
POTENTIAL FOR TOURISM
Other tourist attraction include T‟boli Arts and Crafts that provide shopping opportunities for souvenirs collection are found in the urban areas.
The gaiety of the Helobung Festival is full of fire ritual and rhythm brought by a fusion of ethnic instruments, music and dancers that likewise attracting tourists, usually held on the Foundation Anniversary of Lake Sebu in the the second week of November.
Chapter I.2.2.1.1 T´boli School of Indigenous Knowledge & Traditions
Pamulaan Center
for
Indigenous
Peoples
Education
is
an
educational
institution
dedicated to the indigenous peoples in the Philippines. The first of its kind in the country, its
main
TRAINING
thrust and
is
to
create
FORMATION
for
a
culturally
the
appropriate
indigenous
children,
and
relevant
youth,
pathways
community
of
leaders,
and development workers. The Center hopes to produce graduates equipped with knowledge and
abilities
to
initiate
collaborative
actions
towards
sustainable
development
of
IP communities. The term “Pamulaan” is a lumadlumad-Matigsalog word meaning “seedbed”. We use the term to stress
the
program‟s
commitment
to
root
the
development
of
students
in
the
realities
of their life and culture. The logo logo depict the program‟s approach to learning which is integrative and wholistic - one that develops the IP faculties and abilities to the fullest. The young plant depicts the continuing growth offered by education. The leaves of the new plant symbolizes the five major aspects of human life: Social, Political, Economic, Cultural, and Spiritual; areas to hone and cultivate in all learners.
Education for Self-Reliance and Community Service PAMULAAN aspires to be instrumental in the empowerment, life-long learning, formation and community building of the Indigenous People in the Philippines. It aims to strengthen the IPs capabilities as they journey towards self-governance and meaningful development.
Indigenous Peoples‟ Education System PAMULAAN‟s 8 Elements of an Indigenous Peoples‟ Education System 1. Valuing Indigenous Education (PHILOSOPHY) 2. Promoting Cultural Integrity (CURRICULUM DEVELOPMENT) DEVELOPMENT) 3. Valuing Land and E nvironment (CURRICULUM DEVELOPMENT) DEVELOPMENT) 4. Employing Holistic and Integrative Learning Process (CURRICULUM (CURRICULUM DEVELOPMENT) 5. Enhancing Creative and Analytical Thinking (APPROACH & METHODOLOGY) 6. Promoting the Value of Service and Volunteerism (APPROACH & METHODOLOGY) 7. Promoting Peace and Community Building (POLICIES & GUIDELINES) 8. Promoting Empowerment and Peoples Participation (MANAGEMENT, MONITORING & EVALUATION)
Programs Early Childhood Development Program A two-year program for pre-school indigenous children. Centers of interest based on the point of view of the child and his/her cultural background have been organized into program components.
Elementary and High school Program Formal Elementary and Secondary Education Programs using an enriched (indigenized) Department of Education curriculum and management. It operates on the principle of respect for, and recognition of the indigenous peoples‟ life and culture.
Tertiary Education A laddered approach to educational educational study, it offers full-time degree courses courses as well as short-term training courses on: - Bachelor of Science in Social Entrepreneurship - Bachelor of Science in Education - Bachelor of Science in Agricultural Technology - Bachelor of Arts in Anthropology - Bachelor of Arts in Peace Education
Capability Building and Skills Training
The training touches the following: - Learning Pathways and IP Education - Cultural Awareness and Sensitivity - Ancestral Domain Sustainable Development and Protection Plan - Peace Education and Community Building - Leadership, Governance and Values Formation - Environment and Resource Management - Sustainable Agriculture - Basic Health and Sanitation - Community and Organizational Development - Program and Financial Management
Local Educators Advancement Program It provides on-going formation and training program for facilitators, educators, para-teachers, education managers and IP education council on IP education systems and management.
IP-LED Indigenous Peoples Leadership on Enterprise and Development (IP-LED) is a leadership and capacity building program which hopes to respond to the growing need of creating sustainable development mechanisms for Indigenous Peoples communities in the Philippines.
The Living Heritage of Philippine Indigenous People The Center holds a chronicle of the indigenous people‟s history – – their rich heritage, culture, values, aspirations, language, customs, and even the challenges they continue to face. Conducts research, studies, documentation and publication of indigenous knowledge systems, stories, history, folk tales, songs, and arts. It also develops and publishes educational/learning materials for both the formal and non-formal education programs. Conducts on-going research on relevant IP education programs and practices. Through this place, they hope to reach out to the world as one people, the Filipino Indigenous People.
Community Service-Learning & Volunteer Program
It is a venue for students to serve and work with various indigenous communities and organization both in non-government and government. It provides ample opportunities for indigenous students to share what they learn in school and as well as discover new learning and insights from the communities they serve.
Chapter I.3Research Methodology In order to come up with varying innovations and solutions that will help the communities‟empowerment and development, development, an intricate and trustworthy study is needed. It is important to evaluate the perception of the tribe, elders, government, non-government workers and youth volunteers to determine their insights on a sustainable and resilient environment. The research method that will be used is a descriptive research study. This method will be used to gather information with the use of surveys and interviews that will be used in the assessment of the IPs on sustaining their needs in terms of the needed facilities. This method will aid the researcher to analyze and discern the behavior of the people within the community and to have a deep understanding of their culture.
Chapter I.3.1Research Design The main focus of this study is on contemporary Agta livelihood strategies and naturalresource use under circumstances of social and environmental change. It is not just the sum of these activities, but the way they interact inorder to gain maximum livelihood, social security and literacy. Social change is to be understood as three processes that take placesimultaneously. First, it refers to non-Agta population expansion into Agta territory.Second, it refers to change within Agta society. Lastly, it refers to the changing policysituation with respect to environmental management and indigenous rights.
Chapter I.3.2 Research Instruments QUESTIONNAIRE SURVEY
COMMUNITY CENTER FOR THE DUMAGAT DUMAGA T TRIBE OF ISABELA This survey seeks to answer the feasibility of establishing a community center with learning and healthcare facility for the Dumagat tribe of Isabela. *Required Address *
Gender *
o
Male
o
Female
Age * o
16-20
o
21-25
o
26-34
o
35-44
45-older o Are you a government official or a volunteer? * Please specify your organization. o
Government official
o
Volunteer
Other: o Name of organization * Write N/A if none
Where among the Dumagat communities have you been to? *
How do you perceive the Dumagat community? *
o
Accessible
o
Have adequate facilities
o
Organized and planned
o
Self-sustaining
None of the above What do you think are the principal factors that contribute illiteracy among Dumagats? * o
Choose at least two only o
Poverty
o
Lack of school and facilities
o
Lack of teachers and volunteers
o
Problem in site accessibility
Other: What do you think are the facilities needed most by the Dumagats? * o
Choose at least three only o
Housing or Permanent Settlement
o
School or Learning Center
o
Health Center
o
Facilitites for Livelihood Programs
o
Recreational Facilites (Basketball courts, playgrounds, etc.)
Other: o How do you describe the settlements of the Dumagats? * o
Resembling the traditional bahay-kubo
o
Use of traditional materials (heath-kugon, wood, etc)
o
Built on stilts
o
Have window openings
Other: Do you think Dumagats can adapt to a permanent settlement today, despite their nomadic practices? * o
o
Absolutely yes
o
Yes
o
Maybe
o No, I don't think so Do you think Dumagats can learn alternative livelihood programs? *
o
Absolutely yes
o
Yes
o
Maybe
No, I don't think so What is the most possible and most suitable livelihood program for the Dumagats? * o
Choose at least one or two only. o
Agriculture or Farming
o
Fishing
o
Handicraft making and weaving
Other: o Do you think the Dumagats can retain their culture despite the modernization today? * o
Yes
o
Maybe
o
I don't know
No o Do you think establishing a self-sustaining community is possible for the Dumagats? * o
Absolutely yes
o
Yes
o
Maybe
No, I don't think so Education is the key to the empowerment of the Du magat's community and culture. * o
o
I strongly agree
o
I agree
o
I disagree
No comment Do you think a cultural community center with learning and healthcare facility facili ty for the Dumagat tribe of Isabela would be helpful for the empowerment and development of their community and culture? * o
o
It will greatly help
o
It will help a little
o
I don't know
It's not necessary o Do you have any suggestions that may help the researcher with her thesis?
PHOTODOCUMENTATION
Photos from Dumagat settlement at Brgy. Ayod, Sitio Kabulaklakan
Example of Dumagat houses located at Brgy. Digumased, Dinapigue, Isabela
Unfinished housing project construction for the Dumagats at Brgy. Ayod, Sitio Dicadican. The houses h ouses were abandoned by the Dumagats after a period of time.
The Dibungco Church at Palanan used as a center for activites for the Dumagats.
The structure is called as the Agta dormitory located at Palanan, Isabela. NCIP officials conduct activities in the area.
Another Dumagat Settlement
A Dumagat Village which has a basketball basketball court. This area is facilitated facilitated by Catholic missionaries.
The traditional house of the Dumagats. Some of them still use this kind of settlement since they still practice their nomadic culture.
Chapter I.3.3Population Sampling This study focuses on an Agta population living in one community, around the Northern Sierra Madre Natural Park, in the province of Isabela. It describesand analyses the ways in which this population responds to social and environmentalchange and most importantly, their needs. For a proper understanding of of the Agta‟s situation it is important to knowsomething of the the world that surrounds them together with their social structure and culture.
Chapter I.3.2.1Sample Population The population targetedis an Agta settlement of which themembers depended on the natural resources within the protected area. Moreover, they should not have different kinship networks. The selected groups are the Dinapigue and Palanan residential groups in Isabela. This provides the opportunity to compare not only differencesbetween Agta groups in space, but through time as well.
Chapter I.3.3 Research Instruments The researcher will perform the interview method for the investigation of the research. It will be conducted throughout the research process. It must be done in organize manner to come up with an information that leads to a reliable evaluation and an excellent solution. Surveys will also be conducted with questionnaires that will answer the problem of the research. In this method, the researcher will be studying not only a single individual but a group of individual and their relationship with each other. This can benefit both the researcher and the IP community because in here, they will find out the relationship, the status and interaction of the theAgtas non-Agtas, government officials, social workers and volunteer. This can give a notion that architecture should not only be connected with nature but it must also be the bridge between people. A detailed description of a socio-economic survey is to begathered among the Agta population within a community. This survey includes a house to house census, a livelihood profile andethnographic research. Second, based on this survey, Agta residential groupswere selected for in-depth research. This involves data collection on time allocation,hunting and fishing success, agricultural production, trade and
nutrition. Field datawith secondary data which are to be obtained from government and non-government offices.
Chapter I.4 Summary of findings and analysis Chapter I.4.1 Presentation of Collected Data
Chapter I.4.2 Need Analysis The Agta of the Northern Sierra Madre Natural Park are in a highlydisadvantaged position whether it comes to their health condition or educational background.Although this undesirable situation is acknowledged by government and nongovernmentorganizations, interventions to address these problems are very limited.The few attempts at the provisioning of health care and education facilities bygovernment and NGOs are unsystematic and remain without lasting impact. Thus, there is a deep need in providing them the facilities which offers o ffers them the provisions of having not only informal education but formal education as well and to provide them access to basic health services.
Chapter I.4.3 Qualitative or Quantitative Analysis Most of the respondents are youth volunteers, Cagayan valley residents and some are NCIP officials Gender
Male
5 33%
Female
10 67%
Age
16-20
8 53%
21-25
7 47%
26-34
0 0%
35-44
0 0%
45-older
0 0%
Are you a government government official or a volunteer?
Government official
1 7%
Volunteer
10 67%
Other
4 27%
Name of organization -
IYSLAP
-
N/A
-
Samahan ng kabataan
-
Gerry Roxas Leadership Awardees
-
Gerry Roxas Leadership Awardees Students' Society
-
Political Science Society PUP
Where among the Dumagat communities have you been to? Dinapigue, Isabela Isabela Dinapigue
How do you perceive the Dumagat community?
Accessible
0 0%
Have adequate facilities
5 33%
Organized and planned
1 7%
Self-sustaining
5 33%
None of the above
8 53%
What do you think are the principal factors that contribute illiteracy among Dumagats?
Poverty
9 60%
Lack of school and facilities
8 53%
Lack of teachers and volunteers
10 67%
Problem in site accessibility
9 60%
Other
1 7%
What do you think are the facilities facili ties needed most by the Dumagats?
Housing or Permanent Settlement
8 53%
School or Learning Center
13 87%
Health Center
11 73%
Facilitites for Livelihood Programs
10 67%
Recreational Facilites (Basketball courts, playgrounds, etc.)
3 20%
Other
0 0%
How do you describe the settlements of the Dumagats?
Resembling the traditional bahay-kubo
5 33%
Use of traditional materials (heath-kugon, wood, etc)
11 73%
Built on stilts
4 27%
Have window openings
3 20%
Other
0 0%
Do you think Dumagats can adapt to a permanent settlement today, despite their nomadic practices?
Absolutely yes
4 27%
Yes
4 27%
Maybe
4 27%
No, I don't think so
3 20%
Do you think Dumagats can learn alternative al ternative livelihood programs?
Absolutely yes
6 40%
Yes
9 60%
Maybe
0 0%
No, I don't think so
0 0%
What is the most possible and most suitable l ivelihood program for the Dumagats?
Agriculture or Farming
12 80%
Fishing
4 27%
Handicraft making and weaving
10 67%
Other
0 0%
Do you think the Dumagats can retain their culture despite the modernization today?
Yes
13 87%
Maybe
0 0%
I don't know
0 0%
No
2 13%
Do you think establishing a self-sustaining self -sustaining community is possible for the Dumagats?
Absolutely yes
5 33%
Yes
8 53%
Maybe
2 13%
No, I don't think so
0 0%
Education is the key to the empowerment of the Dumagat's community and culture.
I strongly agree
13 87%
I agree
1 7%
I disagree
1 7%
No comment
0 0%
Do you think a cultural community center with learning and healthcare facility for the Dumagat tribe of Isabela would be helpful for the empowerment and development of their community and culture?
It will greatly help
12 80%
It will help a little
3 20%
I don't know
0 0%
It's not necessary
0 0%
Do you have any suggestions that may help the researcher with her thesis? “
1.Nakikita lang natin na kailangan nila ang mga bagay na ito dahil doon tayo nasanay.
2.Mas marunong pa sila sa mga livelihood kaysa sa atin. 3.Hindi sila mahirap. Mayaman sila. Huwag nating sukatin sa batayan ng mga nasa patag. 4.Ang kailangan ng mga katutubo ay pagbibigay ng pantay na karapatan at pag unawa at pagtingin. Ang mga nasa patag ang nangangailangan ng edukasyon tungkol sa ating mga katutubo. ”
“
It might be a good addition to your thesis if you can establish a "concrete" measurement of
the feasibility of establishing a community center. For example - costs of constructing the community center or the resources needed for conducting the activities (Fishing - because of the bodies of water and abundance of a certain kind of fish - Blue Marlin if I remember correctly). You will definitely find that useful if as early as now you can discover why you're respondents answered as such :) Ex. You asked what livelihood is feasible, I answer fishing (your questions ask up until here), but why did I say fishing? What made fishing "FEASIBLE?" (You need to reach this point to determine the feasibility) I only based on the questionnaire but I hope this comment helps or at least gives you new ideas. Good luck :) ”
Chapter I.4.4 Conclusion and Recommendations Chapter I.4.4.1 Conclusion Based from the computed and analyzed results, the researcher concludes that education will empower the Agta and Dumagat community of Isabela. The community center will give them the benefits and provisions they need where they lack most. The center will be their bridge towards sustainability and development. It will help them improve and cultivate their culture and introduce their traditions to the Non-Agta communities as well so that their culture will not be neglected and will be remembered through time.
Chapter I.4.4.2 Recommendations In designing the facility, culture sensitive design must always be observed. Since the Agtas have different behavior when it comes to livelihood and education, they must not be pushed towards the lifestyle of non-ethnic minorities. The structure must adapt to their way of living as they will adapt to the structure.
Part II. Research Focus Chapter II.1 Rationale Community spaces play an important role in the success of a city and its inhabitants. They become the foundation to which those living and visiting in the area come together and communicate. They offer opportunities to embrace the history and culture of the area and bring the community together using this common bond. This thesis focuses on embracing the history and culture of Kansas City by bringing a community together through the design of desirable spaces. CULTURE AND COMMUNITY
The major emphasis of this project is in the Dumagat community and its culture.Community design and the design of public spaces is an integral part of the success of a city. Designing spaces that benefit the community as a whole and begins to create a place rather than just a space.The focus of this architectural thesis project is on the cultural identity of theDumagat Tribe of Isabela and how architecture can help them revive a lost and neglected culture.This thesis projects seeks to use Post-Colonialism theory as a way to understand how to give power back to the powerless mass, and understanding how architecture can be the method of delivery. It seeks to create and revive the neglected and forgotten identity of the Dumagats, and at the same time create an architectural identity for themselves.
Chapter II.2 Principles and Relevance to the Project
The design of the community center will adapt and focus on the following theories and principles: • Anthropology: the science of human beings; especially: the study of human beings and their ancestors through time and space and in relation to physical character, environmental and social relations, and culture. (“Anthropology”) • Culture: culture is a set of common values, beliefs, accomplishments, behavior patterns, and also material artifacts, created within a specific social context and transmitted from one generation to the next. (Rieger- Jandl 12)
• Cultural Change: modification in the civilization of a people, i.e., in social institutions, living habits, the built environment, and many more, occurring inadvertently or by design. (Rieger-Jandl 12) • Iconography: is the branch of art history which studies the identification, description, and the interpretation of the content of images: the subjects depicted, the particular compositions and details used to do so, and other elements that are distinct from artistic style. (“Iconography”) • Identity: the qualities, beliefs, etc., that make a particular person or group different from others.
(“Identity”) Post-colonialism theory: is an academic discipline featuring methods of intellectual discourse that analyze, explain, and respond to the cultural legacies of colonialism and of imperialism, to the human consequences of controlling a country and establishing settlers for the economic exploitation of the native people and their land. (“Post -coloni -coloni alism”) alism”) • Tradition: it is an anonymous product of the unconscious collective process. It is an accumulated understanding of a cultural phenomenon. In dealing with its nature, it seems that the aspect of transmission is the essence of tradition since the transmissible parts of human action are the key- elements of their behavior that would be classified as tradition.
Chapter II.3 Application to the Project REVITALIZATION SUSTAINABLE LIVING AND CAREFREE DESIGN
Implementing sustainable living into Kansas City and other cities, is important as it will give the city the opportunity to continue to grow and extend the life of not only its inhabitants but of the city itself. Protecting its resources, reducing waste, and ensuring better walkability all contribute to the success of a sustainable city. Sustainable living can be done in many ways and can benefit communities as a whole. By creating spaces that accommodate for an entire community and giving the community a space in a centralized location to accommodate for a large amount of their needs, rather than the use of automobiles, traveling distances will lessen and the public will take advantage of what is close by. This in turn, is sustainable and healthy for the city and the community.
STRONG SENSE OF COMMUNITY AND RICH HISTORY INTEGRATION OF COMMUNCAL SPACES COMMON AND PUBLIC SPACE
Having a common place for people to interact and come together, makes a city close and in turn, creates a strong bond between its members. This idea is important, because if the public did not interact or enjoy being in a place, then those outdoor spaces would be unnecessary. By creating these public spaces, the community will strengthen, which in turn will help to define the city as a whole. OPEN SPACES – MULTIUSE MULTIUSE SPACE
Open spaces play a large role in this design as they become the backbone to embracing the culture and rich history in the area. There are multiple open spaces surrounding the site, but adding a large space that will act as a central hub for the community will be beneficial in creating a sense of community and place for the area. The large open space on site will provide adequate room for community and public events, as well as for recreation and leisure. This multiuse space will embrace sustainability. COMMUNITY CENTER
Community centers are spaces that bring the community into one area and provide numerous activities and events to keep the community involved with their city and each other. Adding a c ommunity center on site and programming a calendar of events for the space, will benefit those living in the area and those visiting. Having amenities such as recreation spaces and meeting spaces, will create a multi space for any community and public need and to further its success
Part III. Site Identification and Analysis In this chapter, the study will focus on the different potential sites and will assess its strong and weak points in order to choose the best location for the establishment of t he community center. Since the target end users are ethnic minorities, the criteria will be culture sensitive and will incorporate the tribe‟s traditions and practices in the site selection phase. Moreover, the principles to be discussed will help the community and the governing persons to locate the most viable spaces for certain facilities, like the school or the health center.
Chapter III.1 Site Selection Process The site selection process is the most intricate and complicated phase of the study for the researcher because this will determine the future and the success of the project. In this phase, the following considerations must be observe in the site selection process:
Site Condition
This pertains to the physical features of the site and its stability like, slope, topography, hydrology, flood and landslide susceptibility, vegetation and landscape as well as environmental hazards and conditions.
Availability of contagious contagious parcels of land
This will be helpful when it comes to future expansion and developments.
Accessibility and visibility
The roads serving the site, proximity to public transportation routes and major intersections and site‟s orientation. But since the users will be the Dumagat tribe, and their communities are far from urban areas, this will only be used for the accessibility to enable easy access for assistance in their community.
Location and Neighborhood
The site must be accessible and near to different Agta or Dumagat communities to offer them access to basic necessities.
Economic and Demographic Characteristics
The population census, number of households, livelihood and income.
Zoning and Local Codes
The site must be located within the territories of the tribe‟s ancestral domain to further enhance their own community and to avoid conflict with the local community residents. Codes and ordinances must be observed as given by the NCIP.
Chapter III.1.1 Criteria for Site Selection
Site condition
Size
Flexibility
Accessibility
Availability of utilities utilities
Topography
Susceptibility
Security
Zoning
Demographic Profile
Existing availability of natural resources
Proximity from other Agta or Dumagat communities
Historic properties and cultural characteristics
Community social structure and kinship
Other social problems involved among the communities will also help to assess the need for a facility
Illiteracy rate
Mortality rate
Livelihood and economic profile
Chapter III.1.2 Site Option Description (at least 3 sites) The three chosen sites are studied and compared to choose the best location for the community center. Each one is to be assimilated using the criteria discussed earlier. All of the sites are located within the territories of the Ancestral Domain of the t he Agta Tribe, thus, giving them all the privileged and rights to sustain their necessities. There are minimal commercial, institutional or any other establishment near its proximity since the territory lies within the Sierra Madre Mountain range.
Site 1:Culasi, Palanan, Isabela Palananis a town of about 16000 people that can only be reached by boat in 7 hours from Aurora Province, by foot in three days from San Mariano, Isabela, or by plane from Cauayan or Tuguegarao. There is no hotel nor restaurant, but homestays are available and can be arranged by the tourism officer at the Municipyo. Homestay who were delightful hosts. Palanan is located a few kilometers inland on the Pinacanauan River, about 30 minutes by boat from the sea. The local dialect, called Paranan, is a mix of Ibanag, Spanish, Tagalog and the indigenous Dumagat language.
Latitude in decimal degrees:
17.05354
Longitude in decimal degrees:
122.44204
Latitude in degrees, minutes, and seconds:
17° 3' 13" North
Longitude in degrees, minutes, and seconds:
122° 27' 31" East
Height above sea level:
16 m, 52.49 ft, 629.92 in
Geographical feature:
P (Populated place type feature)
Feature designation code:
P.PPL (Populated place)
*Populated place - a city, town, village, or other agglomeration of buildings where people live and work
Culasi is one of the barangays which are in the outlying area of Municipality Palanan. The municipality of Palanan with a population of about 16,254 and its 17 barangays belong to the partly urban areas in the Philippines. While some of the barangays developed modern urban structures, some others, especially those which are seated in the outlying areas, remained rural. By the end of 2007 Culasi had 1,051 residents.
Earth Map
Street Map
Terrain Map
Site 2: Brgy. Dibulo, Salulog, Dinapigue, Isabela Dinapigue is located in the southeastern-most part of the province, near the provincial boundaries of Quirino and Aurora. It is bounded in the north by Palanan, Palanan, in the west by Echague, San Guillermo and San Mariano, and in the south by Aurora Province. It is virtually land locked by Sierra Madre Mountain range on the west and Pacific Ocean in the east.It is one of the five coastal towns of Isabela with its poblacion situated about 78 kilometers aerial distance from Ilagan, the provincial center of Isabela. The estimate terrain elevation above seal level is 16 metres. Variant forms of spelling for Dinapigue or in other languages: Dinapigue (fil), Dinapigui (fil), Dinapigue, Dinapigui. The municipality is centered approximately in the intersection of geographical coordinates 122 15‟40” north latitude and 16 31‟45” east longitude Latitude: 16°31'38.28" Longitude: 122°15'52.21" Dibulo belongs to the barangays of Municipality Dinapigue which are in the outlying area. The municipality Dinapigue with a population of about 4,807 and its 6 barangays belong to the partly urban areas in the Philippines. While some of the barangays developed modern urban structures, some others, especially those which are seated in the outlying areas, remained rural. By the end of 2007 Dibulo had 1,148 residents.
Nearby cities: Gapan cities: Gapan City, Rodriguez (Montalban), Rizal,Norzagaray, Bulacan Coordinates: 16°34'22"N 122°9'18"E
Earth Map
Street Map
Terrain Map
Site 1: Dibulos, Divilacan, Isabela The municipality Divilacan is seated about 28 km north-east of province capital Ilagan and about 335 km north-north-east of Philippine main capital Manila.Divilacan is a 2nd class municipality. Regarding urbanization Divilacan is classified as partly urban. It occupies an area of 889.49 km². By the end of 2007 Divilacan was the home of 4,602 residents. Thus by average 5.17 people are living on one km² . Dibulos belongs to the barangays of Municipality Divilacan which are in the outlying area. While some of the barangays developed modern urban structures, some others, especially those which are seated in the outlying areas, remained rural. By the end of 2007 Dibulos had 158 residents.
Terr errain Ma
Stre Street et Ma
Chapter III.1.3 Site Selection and Justification
1 – Poor
2 – Fair – Fair 3 – 3 – Good
4 - Very Good
5 – Excellent – Excellent
CRITERIA FOR EVALUATION
SITE A
SITE B
SITE C
Site Condition
3
3
2
Size
5
5
4
Flexibility
4
5
3
Accessibility
2
3
1
Availability of Utilities Utilities
2
2
1
Topography
2
3
2
Susceptibility to Hazard
2
3
2
Security
2
3
2
Zoning
5
5
5
Demographic
4
4
3
Availability of Natural Resources
4
4
4
Proximity to Communities
4
4
2
Historic and Cultural Characteristic
4
5
3
Community Social Structure
3
4
3
TOTAL
46
53
37
SWOT ANALYSIS Strengths • Soil fertility contribute to the importance importa nce of crops and organic plants. The lot is really rich in the nutrients needed for basic plant nutrition. Dumagats can make use of their lands for developing farms that can also contribute for their livelihood. • Rich in natural resources like l ike coconuts, rattan etc. With just proper knowledge in using their resources, Dumagats can make products out o f coconuts and rattan like coconut jam, coconut oil, furnitures and handicrafts. • Cold air Cold air influence how enjoyable an experience is, therefore, tourist‟s satisfaction is likely to be at least at least partly weather dependent • Scenic landscape for tourism development Scenic beauty, in particular, is strength of the Dinapigue because it is a major draw for visitors for natural environment such as forest, ocean and highlands. Weakness • Lack of daily necessities Since the community is too far from civilization and advancements, for instance, they may be starving, lack of clean water, proper housing, sufficient clothing and medicine. • Education status The Dumagats have limited opportunities for basic education although t here are some organizations tried to support them. • Health support and facilities The Dumagats just rely on their herbal medicinal crops because the clinic was too far away in their area. • Housing and shelter Dumagat people have no stable habitation some has no permanent place to stay on. • Transportations Transportations (poor roads and bridges conditions)
The tendency of the poor roads and bridges is the difficulty to get into the place so even though recreational and tourist spots are already available for the tourist, it may affect the accessibility ac cessibility of the destination. • Electricity (insufficient source of power supply) The power supply in the community is not enjoyed unlike in urban areas that is more available. • Telecommunications (no communication network) The government has lack of coordination and low priority of telecommunication development. Opportunities • Good geophysical environment serve as a tourist spot The place possesses stunning scenery that if in particular to developed and discovered can be a famous tourist spot in the place. • Make their natural natura l resources as a new innovative product and sell it to the market The site is abundant in natural resources such as coconut trees, bamboo, rattan and other plants that they can use to invent useful products to sell for their livelihood. Threats • Natural disaster Natural disaster risk management issue Since the place was situated near the mountains and river, it is exposed to the threat of natural disasters like typhoons, landslides, flashfloods, mudslides etc. that can result to damage of properties, agriculture, infrastructure and even loss of lives. • Security for intruders / strangers The area was mountainous and secluded-like place that is a good place for such activities like illegal logging, forest fires etc. resulting to disadvantages for the people who resides in the area.
Chapter III.2 Site Evaluation and Analysis Chapter III.2.1 The Macro Setting Geographical Background Regional Setting Cagayan Valley (Lambak ng Cagayan ), ), one of the region of the Philippines, is designated as Region II. Cagayan Valley is considered as the second largest region of the Philippines when it comes to land area. It comprises of five provinces, specifically: Isabela, Nueva Vizcaya, Cagayan, Quirino, and Batanes. It has four inner cities: Cauayan City as thecenter for industry, Tuguegarao as its regional center, Ilagan City as its investment hub and Satiago City as its well know premier city. Most of the region‟s vast territory bounds between the Cordilleras and the Sierra Madre mountain
ranges
northeastern Luzon.
and
lies
in
a
valley
in
Figure: Location of Cagayan Valley in the Philippines
Characteristics Total Land Area: 2,826,520 ha. Provinces: 5 Cities: 4 Municipalities: 89 Barangays: 2,311 Agricultural Land 540,812 ha. Area: Forest Land: 2,654 ha. Other Land: 25,495 ha. Population (2010) Total Population: 3,229,163 Growth Rate (20001.39 percent 2010): Climate: Type III Ilokano, Ybanag, Ytawes, Dialect: Irraya, Ivatan, Gaddang, Tagalog, others Poverty incidence 17.00 percent among families %:
Indigenous peoples of the Philippines refer to a group of
people
societies
or
homogenous
identified
by
self-
attribution and attribution by others. They have continuously lived as organized community on communally bounded and defined territory who have, under claims of ownership, possessed and utilized such territories, sharing common bonds of language, customs, traditions, and other distinctive cultural traits.
The Philippine Regional IP Population Graph
Map showing Negrito Populations in the Philippines (Based on Headland 2003; Seitz 2004 Gordon 2005)
Distribution of Negrito Populations (based on Headland 2007)
Provincial Setting ISABELA Isabela
is,
the
second
largest
province in the Philippines next to Palawan. It is located in the Cagayan Valley region in the island of Luzon. Its capital is Ilagan City and borders, clockwise from the south, Aurora, Quirino, Nueva Vizcaya, Ifugao, Mountain Province, Kalinga, and Cagayan. This primarily agricultural province is the rice and corn granary of Luzon due to its plain and rolling terrain.
Location of Isabela in Cagayan Valley
Figure: view of sierra madre from cabagan
Isabela comprises an aggregate land area of 10,665 square kilometres (4,118 sq mi), representing almost 40 percent of the regional territory. It is the largest province in the island of Luzon and the second largest province in the Philippines in terms of land area. It is located on the right-most part of the Northern Luzon facing the Pacific Ocean and encompassing parts of the Sierra Madre Mountains. Isabela is one of the typhoon-prone provinces in the country due to its location.
Physical
The province is divided into three physiographic areas. The eastern area, straddled by the Sierra Madre mountain range, is rugged and thickly forested. A substantial portion is uncharted. These unexplored hinterlands are home to a rich variety of flora and fauna, and some are under government reservations. It is home to one of the world‟s largest remaining low -altitude rainforests, with numerous unknown endemic species of flora and fauna and exceptional biological diversity in the protected area known as the Northern Sierra Madre Natural Park. Isabela has 600,000 hectares (1,500,000 acres) of Cagayan Valley‟s 900,000 hectares (2,200,000 acres) of forest cover. The highest point of the province is located near the border with Cagayan. Mount Dos Cuernos peak has an elevation of 1,785 metres (5,856 ft) located in San Pablo, Isabela near the border with Maconacon. Other notable peak in the Northern Sierra Madre Natural Park is Mount Cresta in Divilacan with an elevation of 1,672 metres (5,486 ft).[15] The western area is a sprawling fertile valley hemmed by the Central Cordillera. It is criss-crossed by the mighty Cagayan River, SiffuRiver, and Magat River.
Demographics
Capital
Ilagan
No. of City/Towns
3 Cities 34 Municipalities
No. of Barangays
1,055
Land Area
1,066,456 has.
Climate
Relatively wet from May to Oct. Relatively dry from Nov. to April
Population (CY 2010)
1,489,654
Number of Households
297,929
Average Annual Population Growth Rate
1.62
Average Household Size
5
No. of Barangays
1,055
Language / Dialect
Ilokano, Tagalog, Ibanag, Yogad, Gaddang
Income Classification
1st Class
Total Revenue (million pesos)
P 1,777,780,001.82
Labor Force
1,493,000 (Region 02)
Employment Rate (2002)
91.5
Underemployment Rate (2002)
6.8
Literacy Rate
95.8%
Salient Features of the Province Second largest Province in the Philippines Strategic location between the part of Cagayan Economic Zone and the National Capital Center of the country – Metro Manila Productive Forest Land & Watershed Areas Hybrid Corn & Rice Champion of the Philippines Home of Magat Dam, a major source of power and water supply of the Northern Luzon Home to the biggest corn processing facility in South East Asia
PoliticalSubdivision
The
province
has
35
municipalities and 1,055 barangays and is divided into four congressional districts. Santiago is an independentcomponent city while Cauayan is a component city. Ilagan is the capital town while Cauayan is the industrial center.
Figure: Political Map of Isabela
Climate
Types of rainfall according to Pag-asa. Isabela belongs to type III and type IV
Generally, the province has two types of climate. The eastern and coastal areas experience moderate rainfall more or less distributed throughout the year while western Isabela has more pronounced wet and dry seasons. The average temperature is recorded at 27.1 degrees Celsius.
Economy and Tourism
Isabela is a first class in terms of income classification. Agriculture, mainly rice with a relatively large corn crop, is the biggest industry in Isabela. Farming is highly mechanized as most of the agricultural lands are irrigated. With the presence of the Isabela State University, joint ventures, other foreign assisted projects, and the Magat Dam, agriculture has a high level of productivity. It is also the hub of trade, commerce, and other economic activities due to its central location in the region. The wood industry used to be a top earner for the province but due to the logging ban imposed in the Cagayan Valley Region, activities in this industry have considerably declined. However, furniture making using narra and other indigenous forest materials continues.
Some potential investments are in fisheries and tourism. Isabela has a fertile fishing ground on the Pacific Coast. The reservoir of the Magat Dam is utilized for fish cage operations, such as tilapia production for domestic markets. Tourism is relatively a new industry being developed in the province. Support services and accommodation facilities are likewise being developed. Tourism focuses mainly in and around Santiago City and can be noted by the presence of the only McDonalds in the province.
Airports and sea ports ports
There are three airports in the province. The Cauayan Airport is the primary airport in the province serving a trip to Manila and Tuguegarao. The other two are the Palanan Airport in Palanan and Maconacon Airport in Maconacon. The country‟s co untry‟s leading passenger airline Cebu Pacific services the Cauayan-Manila-Cauayan Cauayan-Manila-Cauayan Route. Light planes operated by Cyclone Airways and WCC Aviation‟s Sky Pasada Have flights from Cauayan Domestic Airport to the community airports in Palanan and Maconacon. The province has two minor seaports, the Divilacan Port and Palanan Port in the coastal towns of Divilacan and Palanan. The trade going to the ports come primarily from major seaports in Cagayan such as Port of Aparri in Aparri, Cagayan, and Port of San Vicente and Port Irene, both in Santa Ana, Cagayan.
Chapter III.2.2 The Micro Setting Geographical Profile
Situation of the study area in the Philippines (right) and close up of the Northern Sierra Madre Natural Park with its nine municipalities and buffer zone (left)
The towns of Maconacon, Divilacan, and Palanan, are within the Northern Sierra Madre Natural Park (NSMNP). Dinapigue, the southernmost coastal town, is only particularly covered by NSMNP). The Northern Sierra Madre mountain range system is among the most unique and richest on a per area basis among the park systems in the Philippines. It covers 359,486 hectares 80% of which consists of terrestrial and 20% of coastal water areas. (Map 2. Northern Sierra Madre Natural Park Delineation). The NSMNP is characterized by undistributed
lowland dipterocarp rainforest as well as montane forest, limestone forest, mangroves, beach forest, and marine eco-systems.
LEGEND: CADT MACONACON
CADC IP GROUP
DIVILACAN ANCESTRAL WATERS
PALANAN
DINAPIGUE
CADT MAP OF ISABELA
DINAPIGUE CADT MAP
Basic Profile LGU Type
:
Municipality
Income class
:
1st
Population
:
5,467
Total Land area in hectares
:
54,440.0
No. of Barangays
:
6
Population (2010)
:
Total
:
9.5/km2 (25/sq mi)
Density No. of Households
5,484
:
1,347
Financial Profile IRA share
: PhP 88,782,868.00
Local-Sourced Revenues
:
Other Revenues
: PhP 11,045,169.00
PhP
934,987.54
Total LGU Income
:
Ecosystems
PhP 100,763,024.54 Agricultural Ecosystem Forest Ecosystem Coastal Marine Ecosystem Freshwater Ecosystem
Economic Activity
Agricultural Fishery Mining
Government Officials Mayor
:
Hon. Reynaldo D. Derije
Vice Mayor
:
Hon. Herminio B. Domincel
CHOSEN SITE: Brgy. Dibulo, Salulog, Dinapigue, Isabela
Chapter III.2.3 Laws and Ordinances Pertaining to the Site As of 2000, there were about 1,800 Agtas within the Agtas within the NSMNP boundaries in mobile existence. The Agtas live in small groups of hunting and gathering communities as observed and gathered from interviews with some of the Agta A gta men and women. Three (3) Certificates of Ancestral Domain Claims (CADC) were granted by the Department of Environment and Natural Resources (DENR) to Agta groups within Northern Sierra Madre. With the enactment of the Indigenous People‟s Rights Act (IPRA) in 1997, Theagta can apply for legal ownership of their Indigenous territories. According to the National Commission on Indigenous People (NCIP), the agency tasked to convert the CADs issued by the DENR into ancestral domain titles, a resurvey order was issued to cover the domain to be included in the application for Certificate of Ancestral Domain Title (CADT).
Chapter III.3 Site Development Options (at least 2) Chapter III.3.1 Site Analysis Land Use The land use classification at the coastal tows is predominantly forest land, with about 86% of the total land area allocated for protection and production forests (Table 4). Dinapigue has largest forest cover, with 98% of the town‟s land area is classified classifie d as forest. The total area utilized for agricultural 14,307 hectares for all the coastal municipalities. Among the four towns, Palanan has largest agricultural land with 10,339 hectares, or 8% of its total are is allotted for agriculture. The build-up are at the coastal municipalities is minimal at 0.16%, with Divilacan having the highest built up are in terms of actual area and percentage.
Geography The topography of the area is a range of peaks and ridges extending from the North to South, divides the East and West portion. The terrain varies from the North North to South, divides the East and West portion. portion.
The terrain varies from relatively low hills with moderate to steep slopes near the coast or very steep slopes in the central portion of the range. CENRO Palanan occupies the mid-section of the mountain range stretching from the boundary of Cagayan Province on the North, Aurora Province on the South, the Cagayan Valley on the West, and the Philippine Sea on the East, Climatic type falls under Type IV.
EXISTING STRUCTURES IN DIBULO, ISABELA
EXISTING DAYCARE SCHOOL TEACHING DUMAGAT PEOPLE
MULTI-PURPOSE COMMUNITY CENTER LOCATED AT BRGY. DIGUMASED, CENTER OF DINAPIIGUE. THE CENTER IS USED ALSO WHEN CONDUCTING ACTIVITIES FOR THE DUMAGATS.
AGTA SETTLEMENT SETTLEMENT
INTERIOR OF THE COMMUNITY CENTER
A M I H A N
SUNRISE 6:00 AM
SUNSET 6:00 PM
9:00 AM
3:00 PM
NOON 12:00
N
SUNPATH DIAGRAM
H A B A G A T
N
WIND ANALYSIS
N
N NOISE POLLUTION
Chapter III.3.2 Proposed Site Development Plan (with building massing)
SCHEME 1
SCHEME 2
APPENDICES
Area of Certificate of Ancestral Ancestral Domain Title within the Sierra Mountain Mountain Range at Isabela
Ancestral Domain of the Agta Agta and Dumagat tribe of Isabela
Technical description of the parcel of Ancestral Domain
