Sto.

Nino
Integrated
School Dumagat
Remontado TCE
Museum
Project Proposal for EM 405
JEFFREY PINO, DPA

KENNETH C. FERRER
KENNETH C. FERRER Prof. Lecturer: JEFFREY PINO, DPA
EM 405 – Project Planning and Management URSP – Summer 2019

PROJECT PROPOSAL

I. PROJECT DESCRIPTION
 Project Title : School Dumagat Remontado Museum
 Type of Project : School-Based IP Cultural Museum
 Project Proponent : Sto. Niño Integrated School
 Number of Beneficiaries :
 Project Beneficiaries : Barangay Sto. Niño, Tanay, Rizal
Municipality of Tanay
Indigenous Peoples Education
Researchers
 Location of Beneficiaries : Tanay and neighboring communities
 Date of Implementation/Duration: June 3, 2019
 Area of Project Implementation: SNIS, Brgy. Sto. Niño, Tanay Rizal
 Budget Requirement : Php 20,000
 Budget Requested : Php 20,000

II. BACKGROUND/SITUATION ANALYSIS

Traditional cultures embody exquisite and distinctive creativity and are

of immense cultural, historical, spiritual and economic value to indigenous
peoples and traditional communities the world over. Defining the appropriate
role of intellectual property in the protection, preservation and promotion of
traditional cultural expressions is a priority for the communities or the
municipalities that cradle them and is the subject of various normative and
capacity-strengthening programs that local government should uphold. If our
communities are to be defined by its culture, then our own community is to be
defined by the people that make up our society--- and the inclusion of the
indigenous peoples is a prerogative.
A vast majority of the 12 Million population of Indigenous Peoples in the
Philippines reside in the uplands which they claim as part of their traditional
territories. Most of the remaining natural resources in the country are found
within the traditional lands of the Indigenous Peoples, and the municipality of
Tanay cradles one of the indigenous cultural communities: the Dumagat
Remontados. The Indigenous People represent nearly 14% of the country’s
population . They are among the poorest and the most disadvantaged social
group in the country. Illiteracy, unemployment and incidence of poverty are
much higher among them than the rest of the population (De Vera). IP
settlements are remote, with limited, or without access to basic services, and

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KENNETH C. FERRER Prof. Lecturer: JEFFREY PINO, DPA
EM 405 – Project Planning and Management URSP – Summer 2019

are characterized by a high incidence of morbidity, mortality and malnutrition.

Such is the case of the Dumagat Remontados residing in the uplands of Tanay
Rizal including Barangays Alas-Asin, Cayabu, Cuyambay, Daraetan, Madilay-
dilay, Pinagsabiran, San Andres, Sta. Ines and Sto. Niño. The said barangays
have very limited electrical and water supply that the mainlands enjoy, with
unchartered and undeveloped road tracks interspersed with winding rivers and
creeks.
The Dumagat group is one of the oldest existing ethnic tribes in the
Philippines. The members of the tribe belong to the ethnic minority and now
live in the uplands of Bulacan, Rizal, Laguna, Aurora, and Quezon. Generally,
Dumagat tribe consists of sub-tribes because they are located in various
hillsides and mountains of different provinces (Holgado). Holgado further
describes the Dumagat Remontado indigenous peoples as “Dumagat group is
one of the oldest existing ethnic tribes in the Philippines having their origin as
the same with Aeta’s in Northern Luzon and the name ―Dumagat is taken from
the words ―gubat (forest) and ―hubad (naked).” According to her research
paper entitled “Remontadong Dumagat of Rizal” the term Dumagat is thought
to be derived from the word "rumakat", "lumakat" or ―lumakad" which signifies
the migration from one place to another. The members of the tribe belong to
the ethnic minority and now live in the uplands of Bulacan, Rizal, Laguna,
Aurora, and Quezon. They used to be semi-nomadic, putting up temporary
homes wherever they could find sustenance from hunting, fishing, and from
crops, fruits, and other products from the forest. Most of them eventually
learned to settle permanently in certain areas due to the efforts of missionaries
and as a result of their contacts with lowlanders from whom they get occasional
jobs, mostly agriculture-related. Generally, Dumagat tribe consists of sub-tribes
because they are located in various hillsides and mountains of different
provinces. In this ethnographic paper, the focus of the author is the
―Remontadong Dumagat situated in a small area in one of the Sitio’s in Rizal.
As a cultural community, the Dumagat Remontado of Tanay Rizal has
persisted for years, inhabiting the mountain ranges of Tanay. They have their
own language, their own cultural knowledge and skills set, and own cultural
beliefs and practices that define who they are. However, with the decreasing
control of their ancestral lands, and with their socialization with the non IPs,
some of their precious cultural heritage are vastly thinning out and are near to
oblivion--- take their language as an example, nowadays, only elders are fluent
in their use and the younger generation has little comprehension of it and are
non-conversant.
Public schools and the local government units play an invaluable role
in the preservation, safeguarding and promotion of collections of Traditional

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KENNETH C. FERRER Prof. Lecturer: JEFFREY PINO, DPA
EM 405 – Project Planning and Management URSP – Summer 2019

Cultural Expressions, such as photographs, sound recordings, films and

manuscripts, which document the IP communities’ lives, cultural expressions
and knowledge systems. Yet, collections of TCEs raise unique IP challenges
and, in response, institutions and researchers in many communities are
developing new frameworks for understanding the legal, cultural and ethical
implications of caring for TCEs. However, Torsen and Anderson points out that
“managing access and use of collections inevitably implicates intellectual
property (IP) law, policy and practice. Indeed, collections of traditional cultural
expressions (TCEs) from indigenous peoples and traditional communities raise
unique IP issues because of certain qualities that make them fundamentally
different from other collections. The very nature of TCEs means that they
occupy an ambiguous IP status. This can produce a myriad of tensions for
institutions that hold this material. Further, according to current copyright and
related rights law, rights in the materials embodying TCEs (e.g. “secondary”
materials such as films, sound recordings, photographs or written documents)
often do not belong to the creator or his community, but rather to the person or
persons who “created” the secondary materials.”
This project proposal aims to establish a school-based museum of
secondary materials that document the traditional cultural expressions (TCEs)
which will include community skills on livelihood such as farming, fishing and
weaving, dances, cultural practices on courting, marriage, death and
community government and access, language and religion of Dumagat
Remontados in Tanay. These secondary materials such as film and sound
recordings, photographs and written documents will be housed and stored and
available for access in one of the designated classroom of Sto. Niño Integrated
School in Barangay Sto. Niño, Tanay Rizal. This museum will serve as an
avenue of thought, cultural awareness and exchange among the community
residents and even academicians that seek to learn about cultural communities
in Tanay.

III. PROJECT OBJECTIVES

OBJECTIVES STRATEGIES

Set up a school-based museum in Sto. Assign a classroom that will house

Niño Integrated School, Barangay Sto. the secondary materials of TCEs of
Niño, Tanay Rizal Dumagat Remontado from among
the unused classrooms of the school

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KENNETH C. FERRER
EM 405 – Project Planning and Management
Gather and file secondary materials
such as film and sound recordings,
photographs, written documents and
some artifacts that show traditional
cultural expressions of Dumagat
Remontados in Tanay Rizal
File and store the secondary materials
for availability and access to all
Strengthen, preserve and expand the
awareness of IP learners and
community members of their cultural
heritage.
IV. DESIRED IMPACT AND OUTCOME OF THE PROJECT
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Prof. Lecturer: JEFFREY PINO, DPA
URSP – Summer 2019
that will be dedicated to serve as
museum
Assign staff and project team leaders
to gather materials that show the
Dumagat Remontado historical
background, geographical location,
demographics, physical
characteristics, language, economy,
politics, social organization on
marriage, birth and baptism, death
and burial, sickness and cure;
indigenous knowledge, music, dance,
aesthetics, and ways of life.
Assign staff and project leader to
obtain the necessary permits and
consent from elders and chieftains to
proceed with the
documentation/recording of the
TCEs.
Assign staff and project leaders to
handle interviews with the chieftains
and elders recognized by the IP
community for verification and
validation of materials.
Coordinate with the National
Commission of Indigenous
Communities (NCIC) for validation
and research materials.
Identify means of data gathering such
as use of video cameras, cameras,
sound recorders, dvd or cds or
memory tongues for saving files and
facilitate ease of access.
Storage through computers, dvds,
cds, or memory cards for easy access
and storage
Make the museum materials
accessible to learners, members of
the IP community, researchers and
the local government.
KENNETH C. FERRER Prof. Lecturer: JEFFREY PINO, DPA
EM 405 – Project Planning and Management URSP – Summer 2019

Museums make their unique contribution to the public by collecting,

preserving and interpreting the things of this world. Historically, they have
owned and used natural objects, living and nonliving, and all manner of
human artifacts to advance knowledge and nourish the human spirit. Today,
the range of their special interests reflects the scope of human vision. Their
missions include collecting and preserving, as well as exhibiting and
educating with materials not only owned but also borrowed and fabricated
for these ends (Code of Ethics for Museums).
Purposive to the vision and mission of Department of Education, Sto.
Niño Integrated School acts an agent of change towards globalization and
localization to enhance the community’s welfare based on the community’s
socio-educational context. It will fulfill its role as an archive and repository
of documentations that pertain to traditional cultural expression of the IP
community in its environs.
The said museum would make an impact to the school and the
indigenous peoples community relations. It will help strengthen the tie that
binds these people have with the local public school. The materials
gathered, stored and made available will not only serve as learning
materials for the learners to understand the cultural community but will also
help preserve and thereby hopefully help in continuing the legacy of the rich
cultural heritage of the Dumagat Remontados of Tanay Rizal.
The museum will have a great impact with the local government units
as it will help in understanding the rights, the needs and the cultural
importance of the Dumagat Remontados in Tanay. It will help facilitate in
the crafting of local laws to help preserve the cultural community, and in
determining the priority improvement areas and programs that will help the
IP community to flourish.
The proposed museum will serve as an avenue of thought among
researchers and academicians who are interested in studying and
preserving indigenous cultural communities present in the municipality. The
secondary materials gathered will be made available to the public so long
as the necessary permits and consents have been derived from the primary
sources of the said materials.

V. RISK MANAGEMENT PLAN

The Ethics, Standards and Practices of Museums states that

“museums care for their resources in trust for the public. It is incumbent
upon them to ensure the safety of their staff, visitors and neighbors,
maintain their buildings and grounds, and minimize risk to the collections
that they preserve for future generations. Conscious, proactive identification
of the risks that could potentially harm people and collections, and

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KENNETH C. FERRER Prof. Lecturer: JEFFREY PINO, DPA
EM 405 – Project Planning and Management URSP – Summer 2019

appropriate allocation of resources to reduce these risks are vital to

museum management.
Therefore, to ensure that potential risks could possibly be avoided
and addressed by making sure that:
 The proposed museum will comply with local, and state laws,
codes and regulations applicable to its facilities, operations
and administration.
 The proposed museum will allocate its space and use its
facilities to meet the needs of the collections, audience and
staff.
 The proposed museum will have appropriate measures to
ensure the safety and security of people, its collections and
objects and the facilities it owns or uses.
 The museum will draft an effective program for the care and
long-term maintenance of its facilities.
 The museum will be clean, well maintained and provide for
visitors’ needs.
 The museum will take appropriate measures to protect itself
against potential risk and loss by making sure it has secured
duplicate or even triplicate copies of the materials gathered.

VI. PROJECT ORGANIZATION AND STAFFING

Office/Staff Designated Responsibilities

IP Elders and Chieftains Coordinator Will secure the necessary permits

(IP Teachers of Sto. Niño Integrated School)
and consent for the documentation,
the shooting of film or video, the
recording of sound etcetera during
interviews and cultural displays for
documentation.

Documentary Team Will ensure that all traditional cultural

expressions (TCEs) will be
recorded/documented for
safekeeping and filing; and that such
secondary materials are validated
and verified by the respective
sources and elders.

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KENNETH C. FERRER Prof. Lecturer: JEFFREY PINO, DPA
EM 405 – Project Planning and Management URSP – Summer 2019

Safekeeping Team Will ensure that all documented

secondary materials will be stored
safely in dvd or cd format, or
encodeable data format in storage
cards and usbs.

Museum Staff Will ensure that files are properly

indexed and arranged properly for
easy access to viewers or visitors.

Research Team Will ensure that all documentation

and interviews are based on careful
research and proper protocols.

VII. PROJECT WORK PLAN

PHASES ACTIVITIES OUTPUT/ INDICATORS PERSON RESOURCES CO

OF THE TARGET IN CHARGE NEEDED ST
PROJECT
(DATE)
June to Dumagat- Permit and Written or IP Elders and Documents
August Remontado Culture consent from documented Chieftains
2019 research and tribe elders and consent or Coordinator

Php 2,500
permit/ consent chieftains agreement
gathering between Research Team
school and
the elders
Septemb Traditional Cultural Videos, sound Validated / Documentary Video and

Php 10,000
er to Expressions recordings, authenticated Team sound
Novembe (TCEs) written secondary recorder,
r 2019 documentation documents materials Research Team journals

October Preparation of School-based Clean and Museum Staff Paint,

2019 room to be used as museum conducive cabinets, file
museum museum for keepers,
visitors and computer,
learners tables, chairs
Decembe Filing, storing and DVD or CD Clear and Safekeeping Computer
Php 5,000

r to indexing of files, soft copies comprehensib Team File cabinets

February collected materials ready for le data format
2019 viewing

March to Museum launch Open museum Accessible Museum staff museum

Php 2,500

May and opening for all museum and school

2020 materials personnel

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KENNETH C. FERRER Prof. Lecturer: JEFFREY PINO, DPA
EM 405 – Project Planning and Management URSP – Summer 2019

VIII. DETAILED BUDGET REQUIREMENT

Budget Line Item Description Amount Needed Proposed

Source

Video and sound Video and sound recorder Php 10,000 School
recorder that can shoot the MOOE
necessary film and sound
to document the TCEs
DVDs, CDs, USB Soft digital copy storage PhP 5,000 School
storage materials, materials of recorded film MOOE
file keepers and sound, hard copies of
written documents
Computer, Tables Museum materials SEF
and Chairs
Miscellaneous Transportation and meal Php 5,000 School
allowances Fund

References:

https://www.aam-us.org/programs/about-museums/starting-a-museum/ as downloaded from the

internet May 27, 2019 11:00am

https://www.aam-us.org/programs/about-museums/museum-facts-data/ as downloaded from the

internet May 27, 2019 11:20am

AAM Code of Ethics for Museums, 2000. https://www.aam-us.org/programs/ethics-standards-

and-professional-practices/code-of-ethics-for-museums/

De Vera, David E. “Indigenous Peoples in the Philippines: A Country Case Study.” 2007,
Vietnam as downloaded from
http://www.iapad.org/wpcontent/uploads/2015/07/devera_ip_phl.pdf May 27, 2019 11:43am

Holgado, Cherry Winsom F. “Remontadong Dumagat of Rizal”

https://www.academia.edu/36593905/Remontadong_Dumagat_of_Rizal as downloaded from
the internet May 27, 2019 12:05pm

Torsen, Molly and Jane Anderson. “INTELLECTUAL PROPERTY AND THE SAFEGUARDING
OF TRADITIONAL CULTURES and Legal Issues and Practical Options for Museums, Libraries
and Archives” 2010 World Intellectual Property Organization
https://www.wipo.int/wipo_magazine/en/2010/02/article_0009.html May 27, 12:09pm

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KENNETH C. FERRER Prof. Lecturer: JEFFREY PINO, DPA
EM 405 – Project Planning and Management URSP – Summer 2019

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KENNETH C. FERRER Prof. Lecturer: JEFFREY PINO, DPA
EM 405 – Project Planning and Management URSP – Summer 2019

SEMINAR-WORKSHOP “Title_____________________________”

PROGRAM

Day 1 / - PERSPECTIVE AND IMMERSION

8:00 – 8:30 AM REGISTRATION OF PARTICIPANTS

8:30 – 8:45 AM OPENING CEREMONIES

8:45 - 12:00 NN SEMINAR I

12:00 - 1:00 PM LUNCH BREAK

1:00 – 5:30 PM SEMINAR II

5:30 – 6:00 PM RECAPITULATION

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KENNETH C. FERRER Prof. Lecturer: JEFFREY PINO, DPA
EM 405 – Project Planning and Management URSP – Summer 2019

Day 2 / - WORKSHOP

8:30 – 8:45 AM Workshop Guidelines

8:45 – 9:15 AM

9:15 – 12:00 NN

12:00 – 1:00 PM LUNCH

1:00 – 5:00 PM

5:00 – 5:30 PM RECAPITULATION

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KENNETH C. FERRER Prof. Lecturer: JEFFREY PINO, DPA
EM 405 – Project Planning and Management URSP – Summer 2019

Day 3 / WORKSHOP

8:30 – 12:00 NN OUTPUT PRODUCTION

12:00 - 1:00 PM LUNCH

OUTPUT PRESENTATION AND REACTION

1:00 - 3:30 PM

3:30 - 5:00 PM CLOSING PROGRAM/ AWARDING OF CERTIFICATES

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