This year’s Kasamongan carried the theme “Celebrating Community Life as Learning Environment”. Kasamongan is an indigenous term for celebration of life, success and triumph over the IP’s struggle to realize their aspirations.

A milestone was manifested in the establishment of the IIPE in 2004 through the efforts of a consortium comprised of the Philippines-Australia Basic Education Assistance for Mindanao
(BEAM), Department of Education-XI (DepEd-XI), MindanaWon Initiatives for Cultural Dialogue (Mindanawon),
National Commission on Indigenous Peoples (NCIP), Mindanao Economic Development Council (MEDCO), Assisi Development Foundation (ADF), Mindanao Coalition of Development NGOs (MINCODE), and
Lumads Development, Inc.

The IIPE was tasked to facilitate the development and implementation of the Basic Education Curriculum for
the indigenous children. Other banner programs of the IIPE include the Teacher Development Program, Program for IP Youth, Leadership Formation for IP Adult Leaders, and Repository of Indigenous Knowledge System and Practices. To date, the Basic Education Curriculum for indigenous children is currently implemented in 142 public schools with large IP student population in Region XI and Region XII.

A series of contests was part of the monitoring system of the IP curriculum implementation as well as promotion of the rich cultural heritage of the IP students. The Biya ng Kasamongan portrayed the uniqueness of the different tribes through the young and regal contestants from the schools implementing the IP
curriculum in the seven DepEd divisions in Region XI. The tribes represented included the Bagobo, Matigsalog, Manobo, Mandaya, Mansaka, B’laan, Tagacaolo, Sama, Mangguangan and Dibabawon.

Overall championship in the secondary level was garnered by the Division of Davao Oriental portraying
the Mandaya Tribe while the Division of Davao City with its predominant Bagobo tribe was proclaimed champion for the elementary level.

The culminating event of the Kasamongan ’08 was the opening of the Agbalanan Resource Center based at the IIPE. Agbalanan is a Bagobo term meaning a repository of tribal belongings and treasures. Honored guests included Hon. Titon Mitra, AusAID Minister Counselor; and Hon. Mabel Sunga-Acosta, City Councilor and Chair of the Committee on Education. “IP culture plays a crucial role in our modern society and a cause
for reflection. Many of the IP communities are either dislocated, marginalized, put in a position of disadvantage. IIPE represents a commendable philosophy because it indigenizes culture rather than putting it in mainstream which in turn dilutes the heritage of the IP people. The Australian Government, through the BEAM Project is proud to support Kasamongan in trying to bring forth the good in IP culture,” explained
Minister Counselor Mitra during the closing ceremony.

DepEd is undertaking fundamental reforms to sustain better performance by pursuing a package of policy reforms that as a whole seeks to systematically improve critical regulatory institutional, structural, financial, cultural, physical and informational conditions affecting basic education provision, access and delivery on the ground. These policy reforms are expected to create critical changes necessary to further accelerate, broaden, deepen and sustain the improved education effort already being started by the SFI. This policy reform package of the education department is collectively termed as the Basic Education Sector Reform
Agenda (BESRA).

To support the Schools’ First Initiative, BEAM and DepEd Region XI conducted a Planning and Coordinating Workshop for the BESRA Technical Working Group (TWG) members last July 9, 2008 at Regency Inn, Davao City. All regional and divisional leaders were present, a proof of their high level of enthusiasm and involvement.

“I believe this is the answer to the nagging question to really be able to coordinate and synchronize different programs and projects. In Region XI, with BEAM supporting DepEd’s initiatives in increasing access to education and improving learning outcomes, we are able to bring into line, realize and respond to the needs
of the teachers, schools and the communities, ” explained DepEd XI Regional Director Susan Estigoy.

During the workshop, basic policies and guidelines issued by DepEd Central Office on the creation
of TWGs and the need to formulate operating procedures to guide all TWGs to ensure complementation and synergy of activities were discussed. Other roles of the TWG include overall coordination and monitoring of the implementation of their respectively assigned areas of the BESRA, develop recommendations in terms of standards, policies, operation guidelines related to BESRA implementation to the regional/ national ManCom through the regional progcom/fincom and review and prioritize recommendations from stakeholders and consultants.

According to Ramon Bobier, BEAM Deputy Australian Project Director and the facilitator during the workshop, “the TWGs give focus, direction and motivation that will result to coordinated DepEd efforts. We are glad to support DepEd in this endeavor especially that it will have a huge impact once the work plans are implemented and sustained.”

BESRA’s main objectives are:
1. Universal adult functional literacy;
2. Universal school participation and elimination of drop-outs and repeaters in the first three grades;
3. Universal completion of the full cycle of basic education schooling with satisfactory achievement levels by all at every grade or year; and
4. Total community commitment to attainment of basic education competencies for all. It is divided into five Key Reform Thrusts (KRT) namely:

KRT 1: Get all schools to continuously improve.

KRT 2: Enable teachers to further enhance their contribution to learning outcomes.

KRT 3: Increase social support to attainment of desired learning outcomes.

KRT 4: Improved impact on outcomes from complementary early childhood education, alternative learning systems and private sector participation.

KRT 5: Change institutional culture of DepEd to better support these key reform thrusts.

The workshop culminated with the  forming of committees for the five KRTs. A draft wok plan was also presented and each of the groups agreed to conduct regular meetings to finalize their output. Similar BESRA TWG workshops will also be conducted for Regioan XII and ARMM.

The long-time issue of poor quality of education in our country affecting the teaching-learning process can be attributed to several factors. BEAM Project exists to partner with DepEd to address these issues.

BEAM’s initiatives involving quality teaching and learning in schools have been successful in making teachers aware of innovative strategies for classroom instruction. School Based Learning Groups, Learning Guides, School Improvement Plans, Classroom Improvement Plans and other programs have been welcomed by all the 5,822 public elementary and secondary schools in Regions XI, XII and ARMM. One of these schools is Cotabato City Central Pilot School (CCCPS).

CCCPS’s mission statement speaks for itself, “To provide the best quality basic education and success
to all learners through the delivery of innovative services motivated by highly competent teachers, head of school in a collaborative partnership between and among the stakeholders.”

In School Year 2006-2007, CCCPS decided to vigorously deal with the problem of their low achievement rate
and performance, especially in English, Science and Mathematics. The school established a School-Based Learning Group (SBLG) and implemented the use of the Learning Guides (LeGS) developed by BEAM, as instructional support materials for teachers and pupils.

LeGS was not embraced by all teachers however, many of whom were reluctant to change from the traditional
approaches they had used for many years. It was difficult for them to imagine implementing the constructivist approach to teaching, recommended in the LeGS because of the huge number
of diverse pupils they cater for inside the classrooms.

Convinced about the benefits of the use of the Learning Guides, Norma S. Sinsuat, principal of CCCPS, remained positive and encouraged the teachers to give the LeGS a try. Her leadership moved the faculty to welcome the change. They started exploring the LeGS and gradually developed their lesson plans, instructional aids and other materials to be more culture-sensitive. In the SBLG sessions, the teachers continue to freely modify and enhance some teaching activities and strategies as they see fit and discussed among themselves agreeable revisions to suit to their own learners’ needs and experiences, thus developing
and accepting a shared responsibility of learning within the school.

The impact was huge and obvious! The pupils enjoyed and actively engaged in the activities. There was greater interaction between the teachers and the pupils. Learning became more interesting because pupils were exposed to different learning styles and experienced relevant activities, making them independent thinkers and effective problem-solvers.

For the teachers, the preparation of their lesson plans became easier as they have become more familiar with
the strategies. Not only are all the activities already provided in the LeGS, the competencies were anchored in the Basic Education Curriculum (BEC) of DepEd and a variety of assessment tools were also embedded. The teacher facilitates rather than directs the class, and guides the pupils as they perform the suggested
tasks, leading to more collaborative learning among the pupils.

As a result, the performance rating of the CCCPSians in the National Achievement Test (NAT) rose by 13.16%, bringing the school to the top of the list in Cotabato City Division for 3 years now. A good example is class of 2008 valedictorian, Remina Amor T. Facultad, who passed the rigorous Philippine Science High School
scholarship with flying colors. BEAM’s intervention has developed the skills of the CCCSP teachers to become regional trainers like Mari Joy F. Ayupan, Peter Van C. Ang-ug, Teresa E. Apao, Rommel C. Villa, Melanie V. Taglorin, Ma. Lourdes C. Abragan, Gina S. Belsonda and Agnes C. Las Peñas. Elsa Grafilo-Duran, one of the teachers is among the four educators in the country who received the Outstanding Award for the Many Faces of the Teacher. Five teachers also passed the Principal’s Test for two consecutive years, namely Peter Van C. Ang-ug, Teresa E. Apao, George S. Hofer, Emily R. Hofer and Ruth R. Tumayao.

For the past three years, pupils competed for and received awards up to the national level in Science, Campus Journalism, Mathematics and essay writing competitions.

Results in the entrance test for first year topped other schools in the division.

By embracing, adopting and institutionalizing the School Based Learning Groups and Learning Guides into the school’s system and operation, the school won the Best School Improvement Plan Implementer Award initiated by the Department of Education Regional Office XII and Best Implementer of School Based Learning Group and BEAM Learning Guides (Regional Level).

“BEAM’s commitment provided us with the best and most effective way to provide quality education to our
pupils. Our teachers have become more creative and highly competent in their profession. Thank you to BEAM for helping our school soar to new heights,” says Principal Sinsuat.

While the 2008 numbers are being finalized upon submission by the divisions of their reports, the following chart indicates a conservative estimate of the number of teachers who have been trained during the four Summer Teacher In-service Workshop Cycles, beginning 2005.

For the one-year extension of BEAM In-Service (June 2008 – May 2009), they will still be working with DepEd in Regions XI, XII and ARMM to support their work in implementing the Basic Education Reform Sector Agenda (BESRA) in terms of Teacher Development. The Regional Technical Working Groups (TWGs) will
mirror the National Working Groups.

While these Regional Technical Working Groups will plan for and implement many initiatives to support
teacher development in their respective region, the BEAM In-service Component will work with the regions and divisions on the following teacher development initiatives:

• To “embed” the BEAM initiatives in RXI, RXII, ARMM;

• To sustain School-Based Learning Groups;

• To conduct the 2008 October Cluster Schools Network Training Program;

• To plan for and conduct the 2009 Summer Teacher In-service Workshops on Classroom Assessment
(developed by the Assessment Team. Some trainings on this was done for School Managers in the Cycle 4
School Management Training)

• To roll out initiatives which have been piloted in some of the Regions:

• Multi-Grade Teachings Handbook and Workshop (RXI);

• SPED Induction Manual - : “Teachers including Learners with Disabilities in Regular Classrooms”

• Beginning Reading for Grade 1and II Teachers and Students (ARMM); and

• To strengthen Regional/Divisional capacity to continue these initiatives.

The Regional Teacher Development Technical Working Groups (TWG) will be managing the following activities for school year 2008-2009:

1. The October Cluster Schools Network Training Program.

a. The focus for the October Cluster Network Schools will be follow-up training on Learning Guides for              those Grade V, VI and 4th Year English, Mathematics and Science teachers who attended the
2008Summer  In-service Training workshops, and their school head.
b. The SPED Manual “No Limits: Including Students with Disabilities in Regular Classrooms” will be
presented to school heads to support the work of their teachers working with students with
disabilities.
2. The 2008 Multi-Grade Teaching:
a. Establishing a Regional Technical Working Group on Multi-grade to then manage the training of a team         of Division Trainers to train their Multigrade teachers;
b. Revising the Multi-Grade Teachers’ Manual; enhancing the National Multi-Grade Teachers’ Manual;
c. Developing a DVD on Multi-grade Teaching for use in National Workshops and to be disseminated to
Multi-grade Teachers;
3. The 2009 Summer In-service Workshops:
a. The focus will be Classroom Assessment. Participants will be the school head and a teacher from every
school in summer 2009.
b. The workshop will support the work undertaken on Assessment by the National Quality Assurance and
Accountability Framework (QAAF) TWG for BESRA.

The work of BEAM In-service and Assessment components is to assist DepEd Central in their work to implement the BESRA by developing the first National Policy on Assessment and an Implementation Manual. Recently, In-service have been asked to enhance the National Multi-grade Training Manual and to
develop the section on “Curriculum: Thematic Planning”. The Multi-grade Training DVD and the Multi-grade e-Learning Package will also now be rolled out nationally.

The ARMM Beginning Reading Program will be extended to both Grades I and II teachers and their students in the extension year. In-service specialists are working with two pilot schools in each division and trained 219 teachers who in turn will work with 11,468 Grade I and Grade II students. This work is being undertaken in collaboration with the USAID project, EQuaLLS2.

TThis gap was identified primarily because they were not involved during the first two cycles of School Heads Training.

This activity was initiated to enable the participants to:

1) experience the process of drafting a School Improvement Plan, acquainting them on the structures
and activities employed during the Monitoring and Evaluation of SIP;

2) enhance their understanding on the Basic Education Sector Reform Agenda (BESRA), School-Based Management (SBM), National Competency-Based Teacher Standards (NCBTS), School Heads Performance Development Framework (SHPDF) and School Governing Council (SGC), and

3) develop Regional and Divisional Implementation plans focused on NCBTS, SHPDF and SGC.

Articulating the BESRA objectives under Key Reform Thrust 1 (School Based Management) which encompass: 1. SIP and NCBTS

2. SGC, Quality Assurance and Accountability Framework and Resource Mobilization. Participants were required to:

• make an SIP by completing the Development Goal Proforma in the five goal areas namely: Curriculum, Staff
Management and Development, Learning Environment, Resources Management and Community Building. Outputs were critiqued and enhanced following the criteria expected of a quality SIP;

• study and understand the NCBTS Framework, simulated on how to identify the learning needs using the
Self-Assessment instrument, prioritizing and identifying ways on how to address those needs by completing the Teachers Professional Development Plan. The same process was employed for the SHPDF;

• familiarize themselves on the nature, processes and standards of School-Based Management and the tool
used to assess SBM level of practice in focused on the following dimensions: School Leadership, Internal and External Stakeholders’ Participation, SIP Process, School-Based Resources and School Performance Accountability;

• be aware of the legal basis, risks, potentials of organizing SGC, and the benefits that are being enjoyed by
schools with SGC; and

• realize the importance of involving internal and external stakeholders in the formulation, implementation, monitoring and evaluation of SIP.

The second day of the training highlighted the development of Regional and Divisional Implementation and Division Support Plans for the sustainability of cluster schools. The Assistant Chief of the Region XI of Elementary Education Division, Dr. Minerva Fabros, led the regional supervisors while Division Training
Coordinators assisted in developing the division plans.

In the course of discussion, participants unanimously suggested for the conduct of a three-day training workshop in developing their respective Division Education Development Plan (DEDP) following the SIP format, incorporating all the DepEd thrusts and BEAM initiatives to improve student learning outcomes.

“I am very thankful that I attended this training, with these insights, I can now better support the school heads and teachers in the implementation of NCBTS, SHPDF and SGC in our Division,” stressed Edward Amoguis, ES-I, Davao del Norte Division.

DepEd XI Regional Director Susana Teresa B. Estigoy, BEAM School-Based Management Adviser Dr. Gloria P. Labor and School Management Coordinators Eufemia T. Gamutin and Basilio P. Manaay, Jr. facilitated the activity.

As an offshoot of the activity, a one day Orientation for Cluster Coordinators and District Supervisors was conducted in the different divisions focused on NCBTS, SHPDF and SGC.

During the orientation, Cluster Coordinators supported by their district supervisors, developed their respective implementation plans to be revisited during the October Mid-year Performance Review and Evaluation (MPRE) and again on January/February, 2009 to make sure that cluster plans are implemented and
monitored.

“Different strokes for different folks” the adage goes and division leaders have chosen different schemes in the orientation for the sustainability of cluster schools, depending on the unique situation and needs of the clusters.

The officers of the Association of Teacher Education Institutions in Mindanao (ATEIM) Inc. were inducted
into office on May 30, 2008 at D’ Azure Room of Grand Men Seng Hotel in Davao City.

ATEIM is an organization of 21 Teacher Education Institutions (TEI) in Regions XI, XII and ARMM represented by their respective presidents/heads. These TEIs were chosen and comprised the core institutions supported by the Philippines-Australia Basic Education Assistance for Mindanao (BEAM) Project to facilitate the review and revision of the existing pre-service teacher education programs in English, Science, Mathematics and in the Practicum or fieldwork. The review involves teacher educators in identifying components that need revision so that education curriculum can better prepare future teachers and equip them with expanded content and pupil-centered teaching methodologies in teaching the Revised Basic Education Curriculum (RBEC) in elementary and secondary schools.

In addition, BEAM in partnership with the 21 TEIs developed and trialed an extended program of school
experience or what is commonly referred to as Practicum,for student teachers. This is congruent to the Commission on Higher Education (CHED) Memorandum Order 30, the Revised Teacher Education Curriculum.
Officers of ATEIM are Dr. Perfecto A. Alibin (University of Southeastern Philippines, USEP) - President; Dr. Virgilio G. Oliva (University of Southern Mindanao, USM) - Vice President; Dr. Grace J. Rebollos (Western Mindanao State University, WMSU) – Secretary; Dr. Iris A. Milleza (Holy Cross of Davao College, HCDC) – Treasurer; Bro. Wilfredo E. Lubrico (Notre Dame of Marbel University, NDMU) – Auditor; Dr. Macapado
A. Muslim (Mindanao State University-Marawi) – Bus. Mgr.; and Dr. Guillermo P. Torres Jr. (University of Mindanao) – PIO.

Present during the induction were Dr. Ian D’Arcy Walsh-Basic Education Assistance for Mindanao (BEAM)
Australian Project Director; Dr. Jacinta Tan, Regional Director CHED IX, Dr. Susan Labutap of CHED XI, Dr. Norma Sharief CHED ARMM Regional Director and Dr. Beatriz Torno, Executive Director of the Teacher Education Council (TEC). DepEd XI Regional Director and BEAM Philippine Project Manager Susana Teresa
B. Estigoy served as inducting officer.

ATEIM member institutions are as follows: University of Southeastern Philippines (USEP); St. Mary’s College of Tagum (SMC); Davao Oriental State College of Science and Technology (DOSCST); Holy Cross of Davao College (HCDC); Holy Cross College of Calinan (HCCC); Cor Jesu College (CJC); University of Mindanao (UM) Main and Tagum Branch (UMTC); Assumption College of Nabunturan (ACN); Notre Dame of Marbel University (NDMU); Southern Christian College (SCC); Mindanao State University – Marawi (MSU Marawi); Philippine
Muslim Teachers College (PMTC); Jamiatul Philippine al- ]Islamia (JPI); Western Mindanao State University (WMSU); Sulu State College (SSC); and Mindanao State University – Tawi-tawi (MSU Tawi-tawi).

The ATEIM officers and trustees discussed possible plans and programs during the meeting that followed after the induction program. Dr. Alibin stressed that the association must ensure that “it will sustain the initiatives started by the BEAM Project.” One of its priorities is to conduct an executive training session in Australia thru linkages with the Philippines-Australia Human Resource Development Facility (PAHRDF) on administration, for the heads of the 21 TEIs. Another plan is to conduct a Training Needs Assessment,
building on what the In-service and School-based Management components of BEAM has been doing. It was also agreed to conduct trainings on the National Competency-Based Teachers Standards (NCBTS) and the Basic Education Sector Reform Agenda (BESRA) to university professors handling pedagogy subjects to prepare education students for the Licensure Examination for Teachers (LET).

The association is now opening its doors for membership from universities and colleges that offer degree courses in education. Interested parties may get in touch with the ATEIM Secretariat at telephone number 082-225-4331.

The workshop was headed by the QAAF co-chair and the present chief of the National Educational Testing and Research Center (NETRC), Dr. Nelia V. Benito. Also present were Dr. Mirla Olares of the Bureau of Elementary Education, Roger Masapol and Miriam Coprado, both of the Office of the Planning Service (OPS); Napoleon Imperial of the National Economic and Development Authority (NEDA), Socorro Pilor of the Instructional Materials Council Secretariat (IMCS), and Roderick Cedeño and Danilyn Joy Lontiong of the NETRC.

In the workshop, BEAM was represented by its Inservice Adviser, Deborah Moulton, and the Student Assessment Officers, Anwar Ito and Melanie Estacio. They presented some reflections from the Teacher In-service Workshops conducted & the 2008 BEAM External Evaluation, as well as the rationale and contents of the discussion paper on the Proposed Policy on Student Assessment.

Some existing DepEd Orders were also reviewed during the workshop to ensure that the proposed policy is in accordance to the system and regulations of the Department. Representatives from various sectors actively participated in the discussion and provided inputs from their respective offices. These will be reflected in the revised Proposed National Assessment Policy as a result of the said activity. In culmination, the group identified the elements of the policy and created subgroups that will work on the development and improvement of the components. The group agreed to conduct a follow-up session to review the subgroups’ output and integrate these in the proposed policy. This activity will lead to the issuance of a DepEd order providing for a National Policy on Student Assessment in all levels with an accompanying manual of operations for its eventual implementation in both the public and private schools.

Approximately 80% of the budget is allocated for personnel services and since HRIS produces most of the
information needed, accurate data were readily available. This made budget preparation so much easier for the people involved in the process such as the planning officers from the divisions, superintendents, HR personnel and budget officers.

Olive Miranda, Planning Officer of Digos City Division, excitedly reported that the system was able to produce most of information they required ‘in a click of a mouse’. Digos City Division, was able to come up with a budget plan in only one day. Olive said “(It) was really advantageous in terms of efficiency; finishing the needed output in the shortest time.” Previously, the process was time consuming because officers needed to refer to several documents to retrieve the data.

The Chief Administrative Officer of Budget and Finance Division for Region XI, Mrs. Virginia Alconcel reported that prior to 2008, budgets relied heavily on estimates which were often far from accurate or insufficient and payments had to be made up through savings in personnel services budget. This was the first time budget planners were able to produce a more reliable breakdown of the budget because
records provided information such as a list of employees who will retire, employees who are due for step increments, hardship allowance, loyalty benefits or terminal leave.

According to Ms. Tess Tambagan, Regional Administrative Officer for DepEd RXI, the system remarkably reduced the workload of the Personnel Division. Reporting requirements can be produced efficiently, allowing the staff’s time and attention to be channeled to other pressing needs. By providing more efficient support through budget preparations and producing documents required by teachers, HRIS is contributing to quality education.

Mrs. Alconcel is pleased that the region can now satisfy the requirements of the Commission on Audit (COA), the 3Es – efficiency, effectiveness, and economy. Fast transmission of information addresses issues on overpayment and underpayment of salaries. There has been a decrease in the amount of resources used and staff no longer have to work overtime on Saturdays and Sundays.

Olive Miranda summed it up by saying “As user of the HRIS, I would greatly recommend the use of the system to others. If we aim for a culture of excellence then everyone in the Department has to use it. Otherwise, we cannot cope with the demands of the times.” Because of benefits such as those highlighted above, DepEd Central Office has adopted the system and gained funding support from AusAID for a national roll out. Piloting of the system in non-BEAM regions is due to commence in August this year in Regions IV-A, IV-B, NCR, and RXIII. Full implementation in all regions will commence next year.

Round 4 is unique in that aside from the regular support to remote communities, which includes: putting
up a Community Learning Center; Early Childhood Education classes; Alternative Learning Systems- Accreditation and Equivalency Classes; and Basic Literacy and/or Functional Literacy for parents of ECE with Livelihood Enterprise—three new packages are included. These three packages are: support to remote DepEd schools, support to old Access sites, and individual initiatives.

For Region XI, all ten divisions are covered in this final round: Davao City, Digos City, Davao del Sur, Davao del Norte, Panabo City, Tagum City, Compostela Valley, IGACOS, Davao Oriental and Mati City. Different proposals were developed by the divisions/LGU after the project orientations conducted per cluster, according to their specific needs.

For this last round, BEAM Access Program will cover a total of 44 new remote barangays and 18 remote schools with poor facilities. Eighteen (18) former Access sites are covered for classroom refurbishing and other support. For individual initiatives, the different divisions are looking into radio-based ALS - A&E instruction,support to preschool teachers, techvoc classes, modules and trainings for pre-school teachers or ALS-A&E IMs support.

Sustainability mechanisms are now in place especially through coordination with Regional and Divisional members of the BESRA Technical Working Groups 7 (ALS) and 8 (IP and Muslim Education).

BEAM will also support new initiatives such as the piloting of e-Skwela at Davao City Division for Region XI and Sultan Kudarat Division for Region XII as well as the School-on-Air / radio station at the Cotabato Province Division.

This statement of South Cotabato Governor Daisy Avance-Fuentes inspired all the participants of the 1st Kastifun Festival which was held July 14, 2008 at DepEd South Cotabato Division Office Compound City of Koronadal.

Kastifun Festival ’08 was spearheaded by the Center for the Indigenous People’s Education (CIPE) of Region XII under the BEAM Access component.

Kastifun, which means, “gathering together for celebration”, was a one-day celebration that kicked off with an opening ritual by Maria Blagon of the Tribal Affairs Office of the LGU of T’boli. Hon. Governor Daisy Avance Fuentes led the cutting of the ceremonial ribbon of the exhibits that opened the booths to the public. Together with Gov. Fuentes are Ramon Bobier, BEAM Community Development Adviser and Deputy Australian Director, Mr. Ceasar Sulit, Jr. of the South Cotabato Provincial Tourism, Dr. Allan G. Farnazo, OIC-Asst. Regional Director, Region XII, Dr. Raphael C. Fontanilla, CEO VI, Schools Division Superintendent of South Cotabato Division and ASDS Adelfa N. Espartero. Joining the officials were District supervisors,
school heads and teachers of the pilot schools from the Municipalities of T’boli, Polomolok, Tampakan and Lake Sebu with Tribal leaders with their LGU’s tribal officer, parents and students.

The celebration was really in a festive mood. Exhibits showcased all the Indigenous Peoples culture; the booths are filled with various IP handicraft materials and even foods, the sound of the IP music
permeated the venue. Participants were all wearing their colorful tribal costumes.

The Kastifun Festival inspired the Governor of South Cotabato that she pledged for the sustainability of the said activity by providing regular budgetary allocation. This is in addition to the regular budget for the support to the Indigenous People of the province. She further stressed that the Kastifun Festival will soon be a regular part of their annual festival which is the Tinalak Festival. Governor Fuentes commended the Basic Education Assistance for Mindanao for initiating such noble activity.

Prior to the activity, Dr. Fe Sepaya - CIPE Director together with Medelina Brillo and Jasmin Isla - Access XII Coordinators, Norma Gonos IIPE Director and Ramon C. Bobier, the Community Development Adviser convened and planned for this activity which would serve as part of the advocacy of the BEAM Access especially now that the CIPE is expanding the implementation of the Basic Education Curriculum for Indigenous Children. From 12 pilot schools, CIPE now expanded to 32 elementary and secondary schools
across Region XII.

Also highlighted the festival was the literary competition. This activity has given opportunity to the IP pupils and students to showcase their talents. It also gave them the chance to meet other children from other schools and promote camaraderie among the different tribes in the region.