Sustainability is the goal of every entity requiring a holistic approach that considers the interconnectedness of environmental, economic, and social factors. It's a dynamic process that necessitates continuous adaptation and collaboration among individuals, communities, businesses, and governments. Sustainable Development Goals of 2030 were formulated to improve people's lives regardless of race, ethnicity, and socio-economic status. Since time immemorial, the Indigenous people have been among the most vulnerable, marginalized, illiterate, and exploited sectors of society, thus, implementing intervention for their development could be a great contribution to attaining the SDGs. The Mindoro State University in collaboration with Mansalay local government unit planned to conduct a 5-year community development program. To ensure an effective and sustainable program, a SWOT analysis was conducted to determine the internal attributes (strengths and weaknesses), and external factors (opportunities and threats) that could be used in formulating a strategic plan for the development of the indigenous community in Mansalay, Oriental Mindoro in the Philippines. This study was part of the SWOT analysis and was focused on identifying the literacy level of the community. The research design utilized was ethnography through community immersion, survey, interview, and focus group discussions. The findings showed that there are professional teachers in the community, however, some elders are illiterate, and some are working instead of attending schools. The findings recommend conducting a literacy drive, especially for elders. As a way forward, the results of the study were integrated into the extension project for the College of Teacher Education.
literacy, sustainability, indigenous people, SWOT analysis, Hanunuo Mangyan, needs assessment
Aclan, E., Songcayawon, J., Ibañez, J., Acquioben, E., Torres, A.N., & Tji Beng, J. (2021). Alangan Mangyans’ values that shape their young generation’s thinking skills, technology use, and their relationship to the low landers: A Mini-ethnographic case study. Advances in Social Science, Education, and Humanities Research, 570, 1494-1501. https://doi.org/10.2991/assehr.k.210805.236
Aldehayyat, J.S. & Achor, R. (22008). Strategic planning tools and techniques in Jordan: Awareness and use. Strategic Change, 17(7-8), 281-293. https://doi.org/10.1002/jsc.833
Anaya, S.J. (2009). Report of the special rapporteur on the situation of human rights and fundamental freedoms of Indigenous people. Report on the Situation of Human Rights of Indigenous Peoples in Brazil. UN.
Balatti, J., Gargano, L., Goldman, M., Wood, G. & Woodluck, J. (2004). Improving indigenous completion rates in mainstream TAFTE: An action research approach. NCVER, Adelaide.
Bamba, J., Candelaria, C., Gabuya, R., & Manongdo, L. (2021). Community organizing for indigenous people in the Philippines: A proposed approach. medRxiv, 06.24.21259509. https://doi.org/10.1101/2021.06.24.21259509
Bansal, S., Sarker, T., Yadav, A., Garg, I., Gupta, M. & Sarvaiya, H. (2023). Indigenous communities and sustainable development: A review and research agenda. Global Business and Organizational Excellence, A Review of Research & Best Practices, 43(4), 65-87. https://doi.org/10.1002/joe.22237
Bastida, EJ., Saysi, J., Batuctoc, LV. (2022). Pedagogical struggles and gaps in language literacy enhancement: the case of indigenous people’s education teachers in the Philippines. International Journal of Curriculum and Instruction, 15(1),142-165.
Bawagan A. (2009). Customary justice system among the Iraya Mangyans of Mindoro. Agham Tao, 17, 14-28.
Benzaghta, M.A., Elwalda, A., & Mousa, M.M. (2021). SWOT analysis applications: An integrative literature review. Journal of Global Business Insights, 6(1), 55-73. https://www.doi.org/10.5038/2640-6489.6.1.1148
Berhane, A. T. (2024). Indigenous knowledge of Me’en Community toward natural resource conservation: a socio-philosophical analysis. AlterNative: An International Journal of Indigenous Peoples, 20(1), 55-66. https://doi.org/10.1177/11771801241231638
Bexell, M., & Jönsson, K. (2017). Responsibility and the United Nations’ Sustainable Development Goals. Forum for Development Studies, 44(1), 13-29. https://doi.org/10.1080/08039410.2016.1252424
Brondízio, E.S., Aumeeruddy-Thomas, Y., Bates, P., Carino, J., Fernández-Llamazares, A., Ferrari, M.F., Galvin, K., Reyes-García, V. McElwee, P., Molnár, Z., Samakov, A. & Shrestha, U.B. (2021). Locally based, regionally manifested, and globally relevant: Indigenous and local knowledge, values, and practices for nature. Annual Review of Environment and Resources, 46, 481-509. https://doi.org/10.1146/annurev-environ-012220-012127
Bull, J., Jobstvogt, N., Böhnke-Henrichs, A., Mascarenhas, A., Sitas, N., Baulcomb, C., & Zähringer, J. (2016). Strengths, weaknesses, opportunities, and threats: A SWOT analysis of the ecosystem services framework. Ecosystem Services, 17, 99-111. https://doi.org/10.1016/j.ecoser.2015.11.012
Camacho, L. D., Gevaña, D. T., Carandang, Antonio P., & Camacho, S. C. (2015). Indigenous knowledge and practices for the sustainable management of Ifugao forests in Cordillera, Philippines. International Journal of Biodiversity Science, Ecosystem Services & Management, 12(1–2), 5–13. https://doi.org/10.1080/21513732.2015.1124453
Campbell, E. & Lassiter, L.E. (2015). Doing ethnography today: Theories, methods, exercises. Chichester, West Sussex: Wiley.
Chermack, T.J., & Kasshanna, B.K. (2007). The use and misuse of SWOT analysis and implications for HRD professionals. Human Resource Development International, 10(4), 383-399. https://doi.org/10.1080/13678860701718760
Cobo, J. (2004). Study of the problem of discrimination against Indigenous people. Final report by the Secretariat of Permanent Forum on Indigenous Issues.
Correia, P.R.M., do Valle, B.X., Dazzani, M. & Infante-Malachias, M.E. (2010). The importance of scientific literacy in fostering education for sustainability: Theoretical considerations and preliminary findings from a Brazilian experience. Journal of Cleaner Production, 18(7), 678-685. https://doi.org/10.1016/j.jclepro.2009.09.011
Creswell, J.W. (2007). Qualitative inquiry and research design: Choosing among five approaches (2nd ed.). Thousand Oaks, CA: SAGE.
David, F.R., Creek, S.A., & David, F.R. (2019). What is the key to effective SWOT analysis, including AQCD Factors? SAM Advanced Management Journal, 84(1), 25-32.
Emina, K.A. (2021). Sustainable development and the future generations. Social Sciences, Humanities and Education Journal, 2(1), 57-71.
Fajardo, R.R. (2007). Still strangers in their own land. from http://pcij.org/indigenouspeople
Fansler, L.D. (2009). Philippine halo-halo: The Mangyans of Mindoro. Mangyan Heritage Center. http://mangyan.org/content/philippine-halo-halo-mangyans-mindoro
Fetterman, D.M. (2010). Ethnography: Step by step (3rd ed.). Thousand Oaks, CA: SAGE.
Gigler, B. (2009). Poverty, inequality and human development of indigenous peoples in Bolivia. Working Paper Series No. 17
Govender, E. (2000). Working together: A co-operative approach to Aboriginal education. A paper for the 2000 Australian Indigenous Conference, Canberra.
Guiberson, M., & Vining, C. B. (2023). Language and literacy strategies for indigenous children: A scoping review. Seminars in speech and language, 44(1), 26–41. https://doi.org/10.1055/s-0042-1758802
Hamel, RE. (2016). Bilingual education for indigenous people in Mexico. Bilingual and multilingual education. Switzerland: Springer, 395-406.
Hoebel, E.A. (1954). The Law of Primitive Man. A Study in Comparative Legal Dynamics. MA: Harvard University Press.
Hossen, M. S., Sohel, M. S., Horaira, G. A., Laskor, M. A. H., Sumi, A. B. A., Chowdhury, S., Aktar, S., Sifullah, M. K., & Sarker, M. F. H. (2023). Exploring barriers to accessing healthcare services for older indigenous people in the Chittagong Hill Tract, Bangladesh. AIMS public health, 10(3), 678–697. https://doi.org/10.3934/publichealth.2023047
Imoro, Z.A., Imoro, A.Z., Duwiejuah, A.B. & Abukari, A. (2021). Harnessing indigenous technologies for sustainable management of land, water, and food resources amidst climate change. Front. Sustain. Food Syst., 5,691603. https://doi.org/10.3389/fsufs.2021.691603
Jennings, H. (2017). Indigenous people & tourism. Tourism Concern Research Briefing. https://www.tourismconcern.org.uk
Jessen, T.D., Ban, N.C., Claxton, N.X. & Darimont, C.T. (2022). Contributions of Indigenous Knowledge to ecological and evolutionary understanding. Frontiers in Ecology and the Environment, 20(2), 93-101. https://doi.org/10.1002/fee.2435
Johnson, J.T., Howitt, R., & Cajete, G. (2016). Weaving Indigenous and sustainability sciences to diversify our methods. Sustain Sci, 11, 1–11. https://doi.org/10.1007/s11625-015-0349-x
Kalafatic, C. (n.d.). Indigenous peoples’ sustainable livelihood. FAO (Food and Agriculture Organization of the United Nations) Livelihood Support Programme (2001-2007).
Kanene, K.M. (2016). Indigenous practices of environmental sustainability in the Tonga community of southern Zambia. Jamba (Potchefstroom, South Africa), 8(1), 331. https://doi.org/10.4102/jamba.v8i1.331
LeCompte, M.D. & Schensul, J.J. (2010). Designing and conducting ethnographic research: An introduction (2nd ed.). Lanham, MD: AltaMira.
Lee, K.L., & Lin, S.C. (2000). A fussy quantified SWOT procedure for environmental evaluation of international distribution center. Information Sciences, 178(2), 531-549. https://doi.org/10.1016/j.ins.2007.09.002
Liang, C.S. (2019). Towards a missiological framework for responding to Chinese folk beliefs and practices: An ethnographic case study. Unpublished Ph.D. thesis, Adventist International Institute of Advanced Studies, Silang, Cavite, Philippines.
Liang, C.S. (2022). Ethnography in the Asian Context. In the S. Wa-Mbleka & A. Rosario (Eds.), The SAGE Handbook of qualitative research in the Asian context, (pp. 130-142). Thousand Oaks, CA: SAGE
Litchman, M. (2013). Qualitative education research: A user’s guide (3rd ed.). Thousand Oaks, CA: SAGE.
Macusi, E.S., Sales, A.C., Macusi, E.D., Bongas, H.P., Cayacay, M.A., Omandam, J.L., Schüler, M., & Vidal, C. (2023). Indigenous knowledge systems and practices (IKSPs), livelihood resources and aspirations of the Matigsalog and Ata Tribes. Sustainability, 15, 11182. https://doi.org/10.3390/su151411182
Magni, G. (2017). Indigenous knowledge and implications for the sustainable development agenda. European Journal of Education, 52(4), 437-447. https://doi.org/10.1111/ejed.12238
Martinez, R.Z. (1999). Ideolohiya, kapangyarihan at ekolohiya: Nagbabagong Sistema ng pagmamay-ari ng lupang Iraya. Unpublished Dissertation, University of the Philippines, Quezon City, Philippines.
McGlusky, N., & Thaker, L. (2006). Literacy support for indigenous people: Current systems and practices in Queensland. Adelaide, SA: National Center Vocational Education Research.
Obiero, K.O., Klemet-N’Guessan, S., Migeni, A.Z. & Achieng, A.O. (2022). Bridging Indigenous and non-Indigenous knowledge systems and practices for sustainable management of aquatic resources from East to West Africa. Journal of Great Lakes Research, 49(1), 128-S137. https://doi.org/10.1016/j.jglr.2022.12.001
Opoku, A., & Egbu, C. (2018). Students’ perspectives on the relevance of sustainability literacy in a postgraduate built environment program. International Journal of Construction Education and Research, 14(1), 46-58. https://doi.org/10.1080/15578771.2017.1286417
Philippine Statistics Office (2016). Philippine population census. Republic of the Philippines. https://www.psa.gov.ph/sites/default/files/attachments/gad/article/2015%20PSA%20Annual%20Report.pdf
Protacio, A. (2021). Culturally diverse students’ lived experiences in English as language of instruction (GE-JD21). GLOBUS. https://globusedujournal.in/wp-content/uploads/2021/11/GE-JD21-Adrian-V.-Proatacio.pdf
Recio, E., & Hestad, D. (2022). Indigenous peoples: Defending an environment for all. Still only one earth: Lessons from 50 years of UN sustainable development policy. International Institute for Sustainable Development. https://www.bit.ly/still-only-one-earth
Redvers, N., Aubrey, P., Celidwen, Y., & Hill, K. (2023). Indigenous peoples: Traditional knowledge, climate change, and health. PLOS global public health, 3(10), e0002474. https://doi.org/10.1371/journal.pgph.0002474
Republic Act No. 8371 Known as The Indigenous Peoples’ Act of 1997. https://www.officialgazette.gov.ph/1997/10/29/republic-act-no-8371/
Rheault, H., Coyer, F., & Jones, L. (2019). Health literacy in Indigenous people with chronic disease living in remote Australia. BMC Health Serv Res, 19, 523. https://doi.org/10.1186/s12913-019-4335-3
Robinson, C., & Hughes, P. (1999). Creating a sense of plan: Indigenous peoples in the vocational education and training. NCVER, Adelaide.
Romzi, A.N.A., Nordin, A., & Bakar, M.I.A. (2018). The perception of ICT adoption in small medium enterprise: A SWOT analysis. International Journal of Innovation Business Strategy, 19(1), 43-90.
Saigian, K.T. (2020). The importance of literacy. https://www.researchgate.net/publication/346580011_The_Importance_of_Literacy
Sangha, K.K. (2020). Global importance of indigenous and local communities’ managed lands: Building a case for stewardship schemes. Sustainability, 12, 7839. https://doi.org/10.3390/su12197839
Santos, A.I., & Serpa, S. (2020). Literacy: Promoting sustainability in a digital society. Journal of Education, Teaching and Social Studies, 2(1), 1. https://doi.org/10.22158/jetss.v2n1p1
Senanayake, S.G.J.N. (2006). Indigenous knowledge as a key to sustainable development. Journal of Agricultural Sciences – Sri Lanka, 2(1), 87-94. https://doi.org/10.4038/jas.v2i1.8117
Sy-Luna, G., & Diaz, L.C. (2023). The inner voices of the changing times: The journey of the Mangyan elders in governance practices. International Journal of Multidisciplinary Research and Analysis, 6(3), 1228-1248. https://doi.org/10.47191/ijmra/v6-i3-45
Szymańska, A. (2021). Reducing socioeconomic inequalities in the European Union in the context of the 2023 Agenda for Sustainable Development. Sustainability, 13(13), 7409. https://doi.org/10.3390/su13137409
Tom, M.N., Sumida Huaman, E. & McCarty, T.L. (2019). Indigenous knowledge as vital contributions to sustainability. Int Rev Educ, 65, 1–18 . https://doi.org/10.1007/s11159-019-09770-9
Turkki, K. (2015). Envisioning literacy to promote sustainable well-being. In: Thoresen, V., Klein, J., Didham, R. (eds) Responsible Living. Springer, Cham. https://doi.org/10.1007/978-3-319-15305-6_11
Ulluwishewa, R., Roskruge, N., Harmsworth, G., & Antaran, B. (2008). Indigenous knowledge for natural resource management: a comparative study of Māori in New Zealand and Dusun in Brunei Darussalam. GeoJournal, 73(4), 271–284. http://www.jstor.org/stable/41148301
Valera, G.A., & Visco, E. (2015). Adaptation and coping strategies of the Mangyan in Oriental Mindoro, Philippines towards climate change-related occurrences. Ecosystems & Development Journal, 5(2), 27 – 34.
Yawan, H. (2022). Yo si puedo: A Cuban literacy program to strengthen literacy level in West Papua, Indonesia. International Journal of Indonesian Education and Teaching, 6(1), 82-92.
Zhang, X., Fu, P., Xi, Y., Li, L., Cao, C., and Ge, J. (2012). Understanding indigenous leadership research: Explication and Chinese examples. The Leadership Quarterly, 23(6), 1063-1079. https://doi.org/10.1016/j.leaqua.2012.10.009
Zussette Candelario-Aplaon. PhD Candidate. Associate Professor II. Mindoro State University. Email: zca.minsubc@gmail.com.
Cite this article:
Candelario-Aplaon, Z. (2024). Cultivating sustainability through indigenous literacy: A SWOT analysis. International Journal of Educational Management and Development Studies, 5 (2), 187-205. https://doi.org/10.53378/353070
License:
This work is licensed under a Creative Commons Attribution (CC BY 4.0) International License.
