MAPUA INSTITUTE OF TECHNOLOGY

SCHOOL OF ARCHITECTURE, INDUSTRIAL DESIGN and BUILT ENVIRONMENT

______________________________________________________________________________

Learning and Inner Skills Development Complex:

A Proposed High School with Dormitory and Handicrafts
Training Center for Mangyan tribe; Alangan and Iraya of Baco,
Oriental Mindoro

A Thesis Presented to theSchool of Architecture, Industrial Design & the Built Environment
Mapua Institute of Technology In Partial Fulfilment of the Requirements in Architectural Design
9/ AR200/ AR200Sfor the Degree of Bachelor of Science in Architecture

By:

Sanchez, Nio Mike Angelo M.

B.S. Architecture / 2010124402

Architect Junar Pakingan Tablan, uap, MSAE

Adviser

December 2014

I.

THE PROBLEM

1.1 Introduction

Education is the most powerful weapon anyone can equip that no one could
ever steal (Anonymous). This means that if a person is well educated and developed he
has the ability to defend himself to defeat all the struggles in life reaching success.
Education is fundamental to development and growth. The human mind makes
possible all development achievements, from health advances and agricultural
innovations to efficient public administration and private sector growth. For countries to
reap these benefits fully, they need to unleash the potential of the human mind. And
there is no better tool for doing so than education.
In the Philippines, Illiteracy has always been a social issue, and it is an issue that
the government perhaps can hardly solve. As several years pass by, illiteracy rates seem
to rise higher. It has been released by the Department of Education and National
Statistical Coordination Board that one out of six children are not in enrolled to be in
school. With this in mind, the main reason why illiteracy seems to be big problem in the
country is because of poverty, and this would lead to several other problems like child
labor and child abuse, which is usually happening in Mangyan tribe in Oriental Mindoro.
It seems like they are not given an attention by our government thats why the number
of homeless and poor Mangyan is increasing.

Background of the Study

Mangyans were the first to inhabit the island of Mindoro. Comprising 10% of the
whole Mindoro population, the Mangyans are composed of twelve tribes, each with its
own language, culture, and way of life. There are the Iraya, Batangan, Buid, Hanuno'o,
Alangan, Ratagnon, Tagaydan (or Tadyawan), Bangon, Pula, Buhid, Nauhan, and Furuan.

For centuries, they lived peacefully along the coastal areas of Oriental Mindoro. That
was until migrants from nearby islands settled on the island. To avoid disputes, the mildmannered and peace-loving people gave up their land, moved to the mountains, and
came down only for food and other necessities. Sadly, they have been treated as second
class citizens like other indigenous people in the world -- for years often exploited,
neglected, and discriminated against by lowlanders. They have experienced being
misjudged as uneducated and uncivilized people. They often struggle with poverty. They
survive by farming root crops and fruits, which is the only livelihood they know.

Statement of the Problem

Mangyan tribe of Oriental Mindoro is one of the indigenous people of the

Philippines. We all know that they are also one of the most important citizens of our
country because they are the living proof of our rich culture.
Like most indigenous people around the globe, the tribesmen are usually treated
as second class people in their own country and are commonly subjected to abuse.
Therefore, protection of their way of living and preservation of their heritage is essential
in providing them a life with the same equal rights and addressing their problems and
needs in this fast- changing global environment that they currently live in.
This research aims to answer the following questions:

1. What are the facilities that are necessary for the development of Mangyan
communities in the realities of their life and culture?
2. What innovations are needed to help Mangyan tribe for the fast, easy way of
learning and development since they are not yet familiar in modern facilities?

Goals, Objectives and Strategies

The goal of this study is to plan a complex and design a structure which will
serves as a learning center for the Mangyan tribe of Oriental Mindoro. Since their life is
rooted in the land and natural resources, their day to day life is connected to their
ecosystem; indeed land and the environment are the core of all aspects of their life, so
another goal is not just simply to design a structure but it should be the one which only
be just an extension of what the tribes environment has. By this, it will not be hard for
them to adjust to their new learning environment. They will feel at home while studying
and developing their inner skills.

The objective of this study is to propose a learning and holistic-development

complex for Mangyan specifically, high-school with training center, which will help in:

1. Valuing education
2. Promoting Cultural Integrity and Empowerment
3. Promoting Peoples Involvement and Participation
4. Enhancing Analytical Thinking and responsible attitude
5. Promoting peace and Community building
6. Valuing Land and Environment
7. Promoting Holistic and Integrative Learning

This research was made possible through surveys and case studies, and other
necessary

information.

recommendations.

Results

were

evaluated

and

used

for

the

design

Significance of the Study

Education is the most important and most precious thing that can even change
the world. All of us have the rights to attain this in our life. This study will benefit the
Mangyan tribe (both children and adult), those educational institutions and as well as
the government.
The outcome of this study may be used by different educational institutions in
the Philippines aiming to help educating indigenous people in our country. The result
may also be used on other research that focuses on establishing learning centers
specifically school with a community center.

Scope and Limitations

This study desire to understand deeply the culture and behavior of Mangyan
tribe of Oriental Mindoro to be applied on what would be the design of the school with
community center, which will not affect their way of life since they are not familiar with
the modern world today. There were twelve tribes of Mangyan in Oriental Mindoro,
each of them were scattered in different town. The design for this proposal is only focus
on the two tribes which are located in the town of Baco, namely Alangan and Iraya. The
reason why the researcher targeted those tribes is that they are the most willing and
open to be educated among all the twelve tribes, but the results of this study can also
be used to further similar researches.

Assumptions

This study along with the thesis proposal will help people on those rural areas
like Mangyan tribe, to bring them education that would equip them to pursue their own
development. It will help reducing illiteracy in the Philippines that leads to different
social problems. Lastly, when Mangyan people are already educated and well
developed, discrimination will be lessen and someday will totally disappear because
they can have the weapon to defend themselves

Conceptual Framework

In conducting this research, the following procedures and measures were done:
gathering of case studies, conducting surveys, and collecting necessary design
guidelines/ restrictions.

Center for Learning: Proposed

School with Community Center for
Mangyan tribe of Mindoro

Gathering of
Case Studies

Conducting
Surveys

Analysis

Recommendations
for the Proposal

Collection of Design
Guidelines/
Restrictions

The following are the factors that will lead to design guidelines in the proposal of School
with a Community Center for Mangyan tribe of Oriental Mindoro.

Culture of the
Mangyan Tribe

Innovation

Proposed School with

Community Center for
Mangyan Tribe Design
Guidelines

Circulation

Site Consideration

Definition of Terms

Mangyan Tribe- is the generic name for the eight indigenous groups found on the island
of

Mindoro, southwest of island of Luzon, the Philippines, each with its own tribal

name, language, and customs. The total population may be around 100,000, but official
statistics are difficult to determine under the conditions of remote areas, reclusive tribal
groups and some having little if any outside world contact.
School- is an institution designed for the teaching of students under the direction
of teachers.

Most

countries

have

systems

of

formal education,

which

is

commonly compulsory. In these systems, students progress through a series of schools.

The names for these schools vary by country (discussed in the Regional section below)
but generally include primary school for young children and secondary school for
teenagers who have completed primary education. An institution where higher
education is taught is commonly called a university college or university.
Community Center- public locations where members of a community tend to gather for
group activities, social support, public information, and other purposes. They may
sometimes be open for the whole community or for a specialised group within the
greater community.
Oriental

Mindoro-

is

a province of

the Philippines located

in

the

island

of Mindoro under MIMAROPA region in Luzon, about 140 km southwest of Manila.

Indigenous People- refers to those groups specially protected in specified international
or national legislation as having a set of specific rights based on their historical ties to a
particular territory, and their cultural or historical distinctiveness from other
populations.
Acronyms
Or. Mdo.- Oriental Mindoro
DepEd- Department of Education
NSCB- National Statistical Coordination Board

1.2 Review of Related Literature

Related Literature

Every opening of the schoolyear, the spotlight is focused on the public school
systems lack of classrooms, books and toilets. Often though, the spotlight misses the
school situation of indigenous children. For children of the Mangyan, an indigenous
peoples group comprising seven linguistic tribes in Mindoro, school opening is marked
by an even more basic set of problem they do not have schools nearby. (M.Salamat
2013)
For many of the Mangyan, becoming literate and numerate is one burning
aspiration. I want to be able to read and write my own name, at least. Because were
not too good with reading and counting, we are often short-changed, Altang Dawseg,
47, leader of the Mangyans Bangon tribe in Bongabon, Oriental Mindoro. (2013)

After land security, education is the most urgent need expressed by Hanunoo.
Leaders and community members are dissatisfied with standard public school
education, primarily because it is culturally inappropriate. Lowland teachers and
classmates harass and belittle Hanunoo children. Boys are prohibited from wearing the
loincloth and are encouraged to cut their long hair. Many Hanunoo observe that
children who persist in their studies beyond a couple of years tend to become "Pinoy
Mangyan," a derogatory description for an individual influenced by lowlanders and no
longer considered to be a "real" Mangyan. Such a person does not fit well in their home
community when they return. Skills important to Hanunoo for dealing with the external
world are not central to the elementary curriculum; as a result, a lowland educated
Hanunoo has very little to contribute to his/her community. (Cultural Survival, Inc.,
2014).

Related Studies/ Projects

Local
Sunlife Learning Center

Sun Lifes first office in the Philippines was actually along the banks of Pasig
River, and this is our way of giving back to the community that was once our Companys
home, said Sun Life President and CEO Riza Mantaring. Now that the residents have
settled in their new homes, we aim to continuously help improve their lives by giving
them a place where they can further flourish and improve their well-being.

The Sun Life Learning Center will be a venue for livelihood and capability training
programs and will also serve as the office for the homeowners association.
Meanwhile, performances, sporting events, and other community activities will
be held at the Sun Life Gym and Community Center. In fact, plans to hold an arts
workshop there this summer are already in place and later on, the place will also serve
as

venue

for

tutorial

sessions

for

the

children

in

the

village.

Sun Life Foundation is very much dedicated to helping build a brighter world for
Filipinos by building sustainable communities, Mantaring said. We are fortunate to
have found a partner in the ABS-CBN Foundation, which shares our vision and passion
for this cause.

Remote Zambo Village fulfills school through people

The construction of the school building is the first step to a brighter future of the
children in this remote area.

Tukuran, Zamboanga del Sur- Lack of education remains one of the biggest concerns in
the Philippines particularly for those living in remote villages. This was a problem that
was all too real for the residents of Barangay Man-ilan in this town. Located almost 20
kilometers away from the main road, Barangay Man-ilan can only be reached by habalhabal (motorcycles for public transport). Within this, Barangay Man-ilan is isolated from
the rest of the villages.

Foreign
Shebraber School

Shebraber School is a collaborative project designed by EthiopiaStudio2.0, a

second-generation team of eleven Arizona State University M.Arch graduate students,
led by practicing local architect Jack DeBartolo 3. This fall, students had the unique
opportunity to travel to a remote village community 120 miles southwest of Addis
Ababa, the capital city of Ethiopia, Africa, to research, develop, and design new
classrooms and administration buildings for a school serving children within a 10km
radius, many of whom walk hours for the chance to attend.

The new buildings will support the local administration to meet the educational
needs of the community, providing an opportunity for the children of Shebraber to open
for themselves all the doors of future potential. This renovation/addition will increase
the number and quality of classrooms, provide spaces for a library and computer center,
and will bring hope for the future by changing the cycle of poverty through education.

The narrative of this project began with a coffee bean farmer who had only
enough money to send 1 of his 15 children to school. Unbelievably, that child not only
went to primary school, but completed university in Addis Ababa, and advanced into a
wonderful career that now allows him to return to his community and rebuild the school
of his upbringing. In cooperation with Mesganu Arga, and through the selfless help of
Arizona natives Keri & Brian DeGuzman, EthiopiaStudio2.0 will develop the master plan,
landscape, and architectural design and construction documents to build these
desperately needed facilities.

The project will be built with local materials in a manner that honors the
indigenous culture of the Gurage region of Ethiopia while optimizing durable,
sustainable, and passive learning environments for the children. Ethiopian builders and
artisans will perform construction and the facilities will be staffed by Ethiopian teachers,
beginning the process of alleviating poverty and changing cultural attitudes towards
women. Teaching a girl is teaching a society, while teaching a boy is teaching an
individual.

If architecture is going to nudge, cajole, and inspire a community to challenge

the status quo into making responsible changes, it will take the subversive leadership of
academics and practitioners who keep reminding students of the professions
responsibilities. Samuel Mockbee

Precint 12 Community/ Activity Center

You can notice the shared

Outdoor space between the
Center which is important
for social activities and
gatherings.

Flexibiliy is manifest in the many planning

arrangements available to the patrons of
the CCP12 Community Center. On the left
are plans which utilize a portion of the
basketball court for meeting space.

The flexible partition system allows for the Centers adaptability. It is a combination of
storage/wall system which contains all the elements necessary for many types of
arrangements. House within the core of the partition system will be off-the-shelf
folding tables and chairs which will be accessible via hinged doors. The tables and chairs
sit on commercially available rolling cart.

A green roof provides landscaping and

Shrubbery atop flat roofs. This is
provides

excellent

resistance

to

beneficial for two reasons. First, it

leaking since its plant life soaks up
storm

water

and

cleanses

of

pollutants, thus reducing pollution

within the storm water run off.

Secondly, it reduces the amount of energy needed to cool the center during summer
since typical roofs tend to attract heat due to typical materials chosen to construct
roofs.

III. RESEARCH METHODOLOGY

Research Design
The research for this proposal mainly uses Interview, Case Study and Survey to
obtain all the needed data. Interview will be utilized to gather all the opinion from all
the involve officials concerning the needs of Mangyan Tribe. Their point of views and
suggestions can be used to fully compose on what will be the outcome of this research.
To get the total number of Mangyan people who are willing to study, a survey will be
conducted. This will show how they badly needed the proposed facility in their
community. The last one is the Case study, which usually involves the study of a
particular case. By using this method the researcher will deeply understand the culture,
beliefs and architecture of Mangyan which can be applied to the solution to the
problem in this research.

Research Locale

Baco Municipal
Hall

Baco Municipal Complex

Mangyan Village

Inteviews will be gathered from officials of local government of Baco

including the Mayor, Municipal Architect and Planner. The complex is Located at
the town of Baco in Oriental Mindoro.
Case study and survey will be gathered from the Mangyan Village located
at Lantuyang Mangyan Community in Baco, Oriental Mindoro. It is a 2 hectare
hilly land at the foot of the Mountain.

Research Instruments
Archival
According to Mayor Reynaldo A. Marco the Mangyan community in their town
needs a facility for education and self-development. A need for an area wherein
Mangyan can learn and develop their skills to reduce and in the future will totally vanish
the number of poor and illiterate Mangyan. He said that a lot Mangyan dont want to
study because all the school facility are open for public wherein most of the students
are Tagalog, which creates conflict because it is very hard for them to adopt. Another
thing is that Mangyan people needs a special structure wherein it will be built to fit their
culture and way of living.

Questionnaire Survey
The survey was done in through manual process (pen and paper). The
respondents were asked certain questions to determine their willingness to study. They
were also asked on what were the reasons why there were lots of them who were not
able to study. Results were analyzed and will be used for recommendations and design
applications for the proposal.
Case Study and Interview
For conducting the case study, the researcher utilized a digital camera to capture
the current situation of Mangyan community in the area. The photos taken will show
how Mangyan people live differently from the tagalog people. Pictures will tell the story
of their day to day living and what are their needs to improve their life. During the
interview a recorder were used.

Case Study
Lantuyang Mangyan Community
Lantuyang Mangyan Community is located 5km from the main town of Baco,
Oriental Mindoro. 4km is accessible by car and the rest can be reached by just walking.

After almost 30minutes of drive, you have to stop at this point and walk more or
less 20 minutes going to the community.

Then, you have to pass through a

hanging bridge to get to the other side of
the river.

After that, you will reach the Lantuyang Mangyan Community which houses
Alangan tribe of about 40 Families with total population of 4000 ( source: Mr. Amando
Dayrit; President of Mangyan Mission).

This is a panoramic view showing the poor zoning of structures in the

community. Structures like houses were place beside the elementary school and church.
They are not grouped into proper zoning.

Structures are not well maintained because they

dont know how to use it properly.

There is an existing elementary and preparatory school in the community but

there is no high school and college. Students studying in high school walks for about 1
hour and 30 minutes to reach the National High School. The reason why they were just
walking is that there is no regular public transportation in the area, and if there are
some, they dont have money for the fare.

Open

basketball

court

in

the

Community. Children who are not

going to school spend their time
playing basketball.

During their spare time adults are

playing cards which are considered
as gambling instead of using their
time doing some important things,
like making handicrafts for them to
sell to earn money.

IV. Summary of Findings and Analysis

Qualitative and Quantitative Analysis of Survey
-AGE

10-20 years old

21-30 years old
31-40 years old
41 years old and above
0

10

20

30

40

50

60

-GENDER

Female
Male

Most of the respondents are teenagers who are supposed to be studying in high
school and college level.

Average number of members in a family

.
9
above
7-8
2-3
members

4-6 members

Average highest educational attainment in the community

Out of School
Preparatory
Elementary
High School
College Graduate

Factors contributing to Mangyan illiteracy

Lack of decent learning facility

Culture Differences in public
schools
Poverty
No school in their area at all

Average rating on how important is the education and development for them

Very Important

80 percent

Important

8 percent

Neutral

6 percent

Not Important

4 percent

No need at all

2 percent

Need Analysis
Based from the information gathered on the conducted interviews, surveys, and
case study, results were analyzed and summarized.
-

Based on the interview from the governor of Oriental Mindoro, there are 8
tribes in the whole province namely, Iraya, Alangan, Buhid, Tadyawan, TauBuid, Bangon, Hanunuo and Ratagnon. Those tribes are scattered in the lands
of Oriental Mindoro. The largest populations are located in Baco town which
is consisting of two tribes, Alangan and Iraya. They are also the most
interested tribes in terms of studying and developing themselves.

Since, the most numbers of Mangyan are located in the town of Baco, the research will
focus on the tribes located there, which are Alangan and Iraya.

According to Mayor Reynaldo A. Marco, municipal Mayor of Baco, there is

truly a lack of learning facility specifically high school, intended for Mangyan
people in their town. Some of their projects also focus on extending help to
the tribe most especially in education. Currently, each Mangyan community
has its own Elementary School which is only intended for them. The problem
is when they reach high school level they need to join Tagalog students
which is very hard for them because of culture differences. They were being
discriminated and in terms of adapting to the modern facility, structure and
spaces, it takes time for them to be familiar with it.

Based on Sir Amando Dayrit, president of Mangyan Mission in the town of

Baco, who is serving and helping the two tribes, Mangyan people badly
needed a facility for their high school and college students. According to him
most of them who reach college are taking technical- vocational courses.

According to Father Jun Florida, Mangyan are like toddler who is just
beginning to walk. They need special attention and guidance for them to
learn new things while they are growing. It can be compared to Mangyan
education wherein they need a special facility for them to study well step by
step. When there is available facility, it will attract more Mangyan students
interest to study.

Design Guidelines
In line with the findings the following are the derived conclusions:
Based on the survey and interviews from Mangyan people, below are the list
of their culture, beliefs and way of life that can be used as design guidelines.
-

Their houses are usually on stilt.

They want an spacious area

They have strength culture and beliefs

They dont like staying/seating in one place for a long period of time

The major source of their food and income is by farming and making
handicrafts

It is hard for them to adopt to sudden change in their environment

They are slow comprehension wise which needs special facility that will help
in aiding their struggle against learning

They are unfamiliar with the ways of life in the modern world

Mangyan people are creative and they have a great perseverance in making
handicrafts.

They are too attached with their environment.

Conclusions and Recommendations

Based on the guidelines listed, the structure should be designed and
planned wisely to fit all the needs by considering their way of life. The structure will help
in solving their difficulties in learning. This will also be an instrument to cater all the
activities that they usually do, like making handicrafts. A space for sleeping like
dormitory for the students can also be a solution, since their community is too far from
the possible site of the proposal. As for sustainability, the source of food can also be
allocated in the compound of the proposal, wherein while Mangyan students are staying
in the compound during class days they dont need to buy food for their meals anymore.
They can also bring food in their community in the mountain when they went back to
visit during weekend. The classrooms should be well designed wherein it will not be
hard for them to study because of changes in the environment. All in all the proposals
goal is to design a Learning facility which will just be an extension of the natural
environment of what the tribe has to bring comfort and satisfaction for them.

II.

RESEARCH FOCUS

Project Rationale

Illiteracy of Mangyan people leads to poverty which will continue to increase if its
not given an attention. Even though they want to study, there is no proper facility for
them to do that. There were elementary schools provided for them but there were no
high school. If they want to study in high school they need to be combined with the
Tagalog people that create a big issue about discrimination and bullying resulting for
them to stop. Mangyan people are also good in terms of making handicrafts made from
natural raw materials from their environment. All they need are facilities which will fit
their culture and way of living as an instrument in educating and developing their inner
talents and skills to completely vanish illiteracy in their tribe.

Principles and Relevance to the Project

The study will follow different architectural principles to be able to establish a welldesigned structure and a well-planned complex that will fit Mangyans culture and way
of living. The following principles will be acquired to achieve the research goals
effectively.

Freedom of Space

Mangyan people are inclined to their natural environment at the mountainous

areas where they lived in. They believe that natural environment is their home because
it is where they get their materials in making their houses and to sustain their food
everyday. It is hard for them to adjust to the new environment where Tagalog people
normally live.
Since they are inclined with the natural environment the design will be just an
extension of what natural elements the site has. They will become comfortable in
learning if they feel that the classroom is just like where they usually stay. The
architectural treatment will be elevating the structure from the ground and putting
large windows allowing natural air from outside to penetrate the space and also to have
a good vista of the nature outside wherein they wouldnt feel that they are inside a
room. Anyone who is comfortable with a place can perform a work easily and became
more productive.

Interactive Architecture
A good interaction design allows the user to sustain his or her needs, without
forcing the user to think too much about how to do it. Such an unobstructed sequence
of actions by a user is also known as flow therefore a good interaction design promotes
flow in the user Henry Archten.

In architecture, space affects the activity of human being. It affects the flow of
circulation. Interactive architecture provides linkage of human activity towards its
environment. This focuses on human circulation. Public spaces having an appealing
character, calls the attention of the users to go to that specific area. Interactive design
explains how a building transforms a viewer into a user. Aesthetics should be functional.
In this way, the design could attract the users to go towards their desired area.
Aesthetics should promote transparency of activity. This means that building designs
should provide proper and organized designs of spaces.

Application to the Project

Freedom of Space

Freedom of Space which will be applied to the design of classrooms and the
handicraft training center suggest easy movement and feeling of comfort which fits
Mangyan culture and their way of living. Less partition and massive walls to every space
will create the feeling of openness.

The design will be inspired by the

bahay lakoy or the traditional
Mangyan house. As you can notice
their house doesnt have partition. It
is just a large space and every
change of spaces they just elevate it.
They use elevation to separate one
space from another.

Plan of Bahay-Lakoy Mangyan house

Interactive Architecture

This can be applied to handicrafts training center wherein it is not only serves as
a working station for Mangyan people to make their crafts, but also to teach others on
how to do it. The training center can be interactive because Tagalog people or foreign
people can visit it wherein they can see how Mangyan people do the handicrafts.

III. SITE IDENTIFICATION AND ANALYSIS

SITE SELECTION PROCESS
Criteria for Site Selection
The Macro Settings
Oriental

Mindoro is

a province of

the Philippines located

in

the

island

of Mindoro under MIMAROPA region in Luzon, about 140 km southwest of Manila. The
province is bordered by the Verde Island Passage and the rest of Batangas to the north,
by Marinduque, Maestre de Campo Island, Tablas Strait and the rest of Romblon to the
east, by Semirara and the rest of Caluya Islands, Antique to the south, and by Occidental
Mindoro to the west. Calapan City, the only city in the island, is the provincial capital.
The province has a total land area of 4,238.4 km; with the western portion of the
province being mountainous or rugged, hills and flood plains are widely distributed in
the eastern portion. Mount Halcon, standing 2582 m above sea level, is the 18th highest
mountain in the country and is the province's and island's highest peak. Oriental
Mindoro has no distinct wet or dry seasons. Average temperature ranges from 26 to
32 C (79 to 90 F). The province experiences maximum rainfall during the months of
June to October. Relative humidity is registered at 81%.
The indigenous people of Oriental Mindoro are the Mangyans (Manguianes in
Spanish, Maguianes in Old Tagalog), consisting of 7 distinct tribes. They occupy the
interior, specially the highlands. Mangyans have inhabited the island since pre-history.
They are believed to have originally traveled from Indonesia and settled down for good
in the island.

Iraya and Alangan

Location Town of Baco in map of Oriental

Mindoro where Iraya and Alangan tribe
resides

Location of Oriental Mindoro in

Philippine Map

The town of Baco, is 20 minutes away from the Provincial Capital which is the Calapan
City. In this town, Mangyan tribes present are Iraya ang Alangan.

The red line is the Strong Republic

and Nautical Highway wherein
RORO vehicles pass through.

The yellow lines are the secondary

highways going to different towns
Oriental Mindoro including Baco.

The flood susceptibility map of Baco showing that some areas in lowlands are high susceptible
to flood while those on high lands where the tribes are situated there is moderate susceptibility
to flooding.

The Landslide susceptibility map shows that in the whole area of Baco, the rating is
None to Low Susceptibility in terms of landslide.

Laws and Ordinances

Group C
3.2 Division C-2
Public elementary, secondary, vocational and trade school (GI) have a minimum
required parking slot, parking area and loading space requirements:
- One (1) off-street cum on-site parking slot for every ten (10) classrooms; and
one (1) off-RROW (or off-street) passenger loading space that can accommodate two (2)
queued jeepney/shuttle slots.
(Source: UAP. 2009. 5th edition, Handbook on R.A. 9266 and P.D. 1096)
Spaces of schools:
DepEd requires:
- administrative offices to be 5 sq. meters per place.
- guidance room to be 28 sq. m gross.
- medical/ dental clinic should be 28 sq. m gross.
The Micro Settings
The proposed Integrated High school and Handicrafts Training Center for
Mangyan tribe specifically Alangan and Iraya needs a site which is only limited to the
town of Baco where they are located.
This type of building requires the proper allocation of the site and its adjacent
land uses. In choosing a site for an institutional type of building located at rural areas, it
should consider proper zoning, topography, vegetation, climate, and the existing
adjacent structures. The following will be the distinctive physical consideration in
developing an interactive site planning for a school and handicraft training center
complex.

Site Criteria

Location Mangyan tribe is attached to their natural environment in the

highlands and they believe that nature is their home. The site should be near
their village so that they dont need to travel long to reach the complex.

Availability of self-sustaining raw materials plantation for handicraft

products- The site should be capable for planting handicraft raw materials. It
is preferred to have an existing vegetation that can be used for handicraft
making. This add up to the efficiency of handicraft processing.

Flexibility of the Site- the site should be flexible for future developments.

Size and shape- since the proposal is a complex, the site should be enough to
accommodate a high-school building, dormitory, handicraft training center,
and other facilities needed.

Security- The site should establish a sense of security. It should have at least
15 minutes of travel from the police station in the municipality. It is ideal to
have a site located near the barangay hall.

Zoning The site should be under the Institutional zoning of land.

Topography- The site should be relatively flat to enhance it accessibility and

flexibility.

Accessibility- the site should be near the Mangyan Village so that users
wouldnt travel long to reach the complex.

Flood Susceptibility- The site should not be located at flood prone areas. It is
ideal to locate the structure athigher areas to avoid severe flooding.

Landslide Susceptibility- Avoid locating the site at hazardous fault lines.

Mountainous areas are highly susceptible.

High visual accessibility- According to the article Accessibility in userCentered design accessibility: Planning Usability Testing, communitys
characteristic, and function should all meet at the same point. This means
that the site should portray an accessible location to the users. The
environment of the location should enhance the communitys characteristic.

Livable, enduring neighborhoods- The location of the site should be

neighboring community that is rich in natural resources. It should be
habitable wherein the surrounding community interacts with environment.

SITE 1

The first site option is a 2, 875 square meter flat land located at Barangay Alag,
Baco Oriental Mindoro. This site is near the Municipal Hall Complex which is the
center of the town. The type of zoning is an institutional and residential. The
adjacent structures are residential, church and the municipal hall complex. The
present vegetation is carabao grass, acacia tree and mango trees.

Strength: Since the site is located in the center of the Baco town and beside the
municipal hall complex, it is very secure. It can be easily monitored by
government officials and there is an easy access to the public
transportation and other adjacent structures. Products made from
handicrafts center can be easily sell.
Weakness: Mangyan people are not used to being exposed to a very public area
like the location of this site. Most of the residents adjacent to the site are
Tagalog people which will create conflict for them. Another thing is there
are no available plantations for the raw materials that will be used in
handicrafts making.

SITE 2

The second site option is a 20,000 square meter land (2-hectare) located at
Barangay Mayabig, Baco, Oriental Mindoro. The adjacent structure is residential
area and the other sides of the sorroundings are vacant land covered with
greeneries.

Strength: This is the nearest possible site from the Mangyan village of Alangan
and Iraya tribe. The site is big enough to accommodate the proposed complex
which can also accommodate plantation of plants and trees that will produce
raw materials for handicrafts making. The site itself and around the site has a lot
of natural elements which fits of what Mangyan people want their environment
to be. There are three roads which depicts easy access. The area is also peaceful
which is good in terms of learning.

Weakness: The only weakness of this site is just quite far from the center of Baco
town where handicrafts can be sell.

SITE 3

The last option is a 1200 square meter site which is located at barangay Alag,
Baco Oriental Mindoro. It is an interior lot which one side is adjacent to a
residential area and other part of the surrounding is greeneries. It is also near a
small creek at the northwest side of the site.

Strength: This site is also near the Iraya and Alangan Mangyan Village. It is easy
to utilize because of its size and shape.

Weakness: Since the site is near a creek, it can be considered as flood prone
area.

Micro Site Selection Analysis

This table shows how the site is evaluated by the researcher in reference with the given site
criteria. The site with the total highest rating will be used for the proposed project. The site will
be rated according to the following:
1 - Poor
2 - Fair
3 - Good
4 - Very Good
5 Excellent

Site Criteria

Location

Site 1 RATING

Site 2 RATING

Site 3 - RATING

Availability of selfsustaining

raw

materials plantation

Size and shape

Security

Zoning

Topography

for

handicraft

products
Flexibility of the
Site

Accessibility

Flood Susceptibility

Landslide

visual

enduring

39

56

35

Susceptibility
High
accessibility
Livable,

neighborhoods
Total Ratings

Table above shows that site 2 has the highest rating among the given three sites. Since site 2 is
the highest, the researcher concluded that it will be the most suited site for the proposed
project.

SITE ANALYSIS

Two- way road

Circulation Analysis
The site is a corner lot
located
along
the
intersection of three minor
roads of Barangay Mayabig,
Baco, Oriental Mindoro.
There is no problem with the
traffic because it is a rural
area.

Two- way road

SUN PATH ANALYSIS OF THE SITE

SENSORY ANALYSIS

The main source of noise is only from the roads produced from the vehicles.

WIND PATH ANALYSIS

SITE DEVELOPMENT OPTIONS

SCHEME 1

SCHEME 2

RELATED APPENDICES
SURVEY QUESTIONNAIRE

MAPUA INSTITUTE OF TECHNOLOGY

SCHOOL OF ARCHITECTURE, INDUSTRIAL DESIGN
AND BUILT ENVIRONMENT

Good day Maam/Sir! I am Nio Mike Angelo M. Sanchez, a fourth year

Architecture student of Mapua Institute of Technology, currently doing my research work
for my thesis proposal about the Importance in Educating the Mangyan tribe with my
proposed project of Center for Learning: A Proposed School with Community Center
for Mangyan tribe of Mindoro.
As part of my research framework, I would like to conduct a survey with you. I
guarantee that all the answers and information gathered from this survey will be treated
with high confidently and will be firmly used for academic purposes only.

I.

Respondents Profile
Name:_______________________________ Age:______
Gender:_______ Occupation:_____________
Marital Status:_________________________

II.

Questionnaires
1. How many are you in your family?
__________
2. What are the ages of the children in your family?
_____, _____,_____,_____,______,______
3. What are the livelihoods or source of income of your family?
________________________________________________
4. How many are the members of your family who are studying?
_________________________________________________
5. How many are the members of your family who finished elementary?
__________

6. How many are the members of your family who finished high
school?__________
7. How many are the members of your family who finished college?
__________
8. Highest educational attainment of:
Mother:___________________
Father:____________________
Children: 1. ________________________
2.________________________
3. ________________________
4. ________________________
5. ________________________
6. ________________________
7. ________________________
9. What are the top factors why theres a lot of poor Mangyan?
Rate the items below. (1 being the top)
Illiteracy
Lack of livelihood
Lack of attention from the
government
Not open for changes
10. How do you rate the importance of education in your life?
( put a check)

Very Important
Important
Neutral
Not Important
No need at all

11. Is there any school for Mangyan people in your community?

______ Yes
______No

If yes are you studying there?

______Yes _______No

How do you rate your satisfaction in this learning environment?

(put a check)
Excellent
Satisfactory
Good
Poor
Very Poor

Do you experience difficulty in learning due to the condition of your

school?
________Yes
_________No
- Does this school have enough facilities/ equipment to meet the needs for
learning of every student?
12. What are top factors why theres a lot of illiterate Mangyan?
( rate, 1 being the highest)

Lack of decent learning facility/ school

No school in the area at all
Far location of school
There are schools but only for Tagalog people
Need to work for food
13. Are you satisfied with your life now?
_________Yes _______No
14. Are you willing to learn making handicrafts and other livelihood activities?
_________Yes ________No
15. Is there a need for a school specifically for Mangyan people in your
community?
_________Yes _________No

16. State your reason why do Mangyan people need to study?

______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
____________________

SITE Transfer Certificate of Title