FRESH VIEWPOINTS: A NEW PERSPECTIVE
By Brian James Lu
The government has been implementing the “Tara, Basa! Tutoring Program,” a community-based initiative led by the Department of Social Welfare and Development (DSWD) to support elementary learners struggling with reading. This program not only enhances literacy but also provides short-term work opportunities for financially challenged college students by enlisting them as tutors. Through this approach, the initiative bridges foundational literacy gaps among young learners while empowering student tutors with valuable experience and financial assistance. In November 2024, President Ferdinand R. Marcos Jr. (PBBM) signed Executive Order No. 76, officially declaring the “Tara, Basa! Tutoring Program” as a flagship government initiative.
This initiative is the government’s response to a World Bank (WB) report highlighting that, despite the Philippines’ high literacy rate, a significant percentage of 10-year-old children struggle to read and comprehend simple text. The Second Congressional Commission on Education (EDCOM II) has also identified foundational literacy and numeracy as critical areas for reform, stressing the need to improve learning outcomes by Grade 3. The commission underscores the importance of strengthening early and primary education to establish a solid foundation for future learning and skill development.
By creating a comprehensive learning ecosystem, the “Tara, Basa! Tutoring Program” enhances reading proficiency among elementary students while also offering college students valuable teaching experience and financial support. This dual-impact approach strengthens education, empowers future educators, and contributes to nation-building and community development.
Literacy is a fundamental skill that shapes the future of Filipino elementary students, serving as the foundation for their academic success and lifelong learning. The ability to read and comprehend text empowers children to absorb knowledge, develop critical thinking skills, and effectively communicate their ideas. In the Philippines, where education is key to breaking the cycle of poverty, strong literacy skills open doors to better opportunities and economic mobility. Moreover, literacy fosters confidence and independence, enabling young learners to actively participate in society and make informed decisions. By ensuring that every child achieves foundational literacy early on, the country strengthens its human capital and paves the way for a more inclusive and progressive future.
Many civil society organizations (CSOs) advocate for literacy programs aimed at supporting marginalized children. I am moved by a notable example, which is the literacy initiative of the Aetas in Zambales, whose pursuit of education is deeply intertwined with their aspirations for a better future. Their struggle for literacy not only lays the foundation for future generations but also ensures that education remains a key element in their journey toward empowerment and cultural preservation. This insight comes from a study conducted by the Civil Society Network for Education Reforms (E-NET).
In the early 1980s, the Aetas in Zambales received support from the Franciscan Missionaries of Mary (FMM) Sisters, who immersed themselves in their communities. It was the Aeta elders who recognized the urgent need for literacy, as no individuals from the 12 Aeta sitios at the foot of Mt. Pinatubo could be considered literate. This was due to significant geographical, economic, and cultural barriers. The remote and mountainous location of these sitios made regular school attendance nearly impossible, further exacerbated by the lack of roads, transportation, and nearby schools.
A key challenge for the Aetas and the FMM Sisters was developing a literacy module that reflected the community’s aspirations and lived experiences. With the Sisters’ guidance, the Aetas took the lead in creating the module’s content, ensuring it genuinely represented their struggles and way of life. Beyond teaching literacy, the program aimed to empower the Aeta community with the knowledge and skills to advocate for their rights and affirm their cultural identity. The module’s development took two years and was complemented by leadership training for Aeta leaders – all of whom were male at the time, in line with the tribe’s traditional leadership structure.
Implementing the literacy program posed significant challenges, as Aeta households were scattered across the vast and mountainous areas of Mt. Pinatubo. Literacy facilitators had to trek for days to reach these remote communities. Teaching even a single vowel required immense effort and creativity. To make learning accessible, facilitators visited the Aetas in their kaingin (upland farming) areas, using the ground as a writing surface and incorporating crops as counting tools, making literacy education deeply connected to their daily lives. River fishing also became a learning opportunity, as the Aetas practiced counting using their catch.
Aeta elders often remarked that their ancestral domain was their school, reflecting their deep connection between education and their way of life. The Aeta literacy program was a community-driven initiative that empowered the community and contributed to its success. As part of this effort, the 12 sitios were organized into the Lubos na Alyansa ng mga Katutubong Aeta sa Zambales (LAKAS), which was later registered with the Securities and Exchange Commission (SEC). This legal recognition granted LAKAS the status of a juridical entity, enabling it to engage with the government and other organizations in advancing the Aeta community’s rights and welfare.
When Mt. Pinatubo erupted in 1991, the literacy program continued in evacuation centers. In fact, the program became more accessible, as the community could focus on learning without the constant struggle for food, thanks to relief supplies provided by the government and non-government organizations. This stability allowed the Aetas to sustain their literacy journey even amid displacement.
Now organized under LAKAS, the Aetas have been empowered through their literacy programs, achieving significant milestones, including securing their ancestral land with the Certificate of Ancestral Domain Title (CADT). This recognition affirms their rights and strengthens their ability to protect and manage their ancestral domain for future generations.
The literacy program has also brought significant changes to traditional leadership among the Aetas. Whereas tribal leadership was once dominated by men, the program has helped develop women leaders, promoting gender equality within the community. Today, the Aeta tribal chieftain is a woman, and the majority of the tribal council members are women – a transformation that highlights the growing recognition of women’s contributions to governance and decision-making. This progress would not have been possible without the Aetas’ unwavering commitment to literacy and education.
The “Tara, Basa! Tutoring Program” and the Aeta literacy initiative exemplify how education can serve as a powerful tool for empowerment and social transformation. By addressing literacy gaps among elementary learners and marginalized communities, these programs not only equip individuals with essential skills but also foster leadership, cultural preservation, and gender equality.
The journey of the Aetas, from overcoming geographical and economic barriers to securing their ancestral land and redefining traditional leadership, highlights the far-reaching impact of literacy. As the government and civil society continue to champion these efforts, sustained commitment to education will pave the way for a more inclusive and progressive future for all Filipinos.
