Peace Village 4 - Report on Peace Ed Initiative_deped Lanao Norte

8/14/2019 Peace Village 4 - Report on Peace Ed Initiative_deped Lanao Norte

1/22

...learning the ways of peace,unlearning thewaysofviolence...

4thNorthern Mindanao

A REPORT

DepED Division of Lanao del Norte

Dr. Maria Luisa B. Mutia, CESO VSchools Division Superintendent

Pea

ceinDiversity


2/22

...learning the ways of peace,unlearning thewaysofviolence...

4thNorthern Mindanao

A REPORT

DepED Division of Lanao del Norte

Dr. Maria Luisa B. Mutia, CESO VSchools Division Superintendent

Pea

ceinDiversity


3/22

contents

1 |The Least We Can

DoOrganizing the 4th PeaceVillage is an honor, writes thehost Division Superintendent

2 | FrameworkPeace education frameworkaims for oneness among tri-people in Mindanao

3 | Objectives/TeachPeace ModelPeace Village objectives and

model for teaching peace spelled

out

4-5 | Opening EventHarmony amid diversityis dramatized in openingactivities

6 | Hataw

Wake-up call for body andsoul

7 | Shower o PeaceThe symbolism behind themorning shower

8 | Kids Say NO ToGuns ...Village kids trade in their toy

guns for tree seedlings

9 | ... Say YES To LieThe kids and their mentorsclimb up to Dapit Alim toplant the seedlings

10 | Peace ArtA gallery of peace drawingsby Village children

11 | Learning Hubs

Where children go forcurricular and special learning

12 | CelebratingDiversityExploring folkloric themesthrough ethnic inspired dances

13-14 |The Way OPeace

Reaching out to a sea of youngminds to teach values isdaunting

15 | Peace ColloquyTeens use formal conversationto test their peace ideas

16 | Kids Commit ToPeace

Children build a stock ofpeace values and vow touphold them

17 | School-Community O PeaceEnriching school-communityplans through workshops

18 | Closing EventSec. Jesli A. Lapus leads theclosing of 4th Peace Villageactivities - the ground workfor peace begins

19 | Movers & ShakersThe women and men of thehost Division behind thesuccess of the 4th PV


4/22


5/22

2

FRAMEWORK

Mindanao is host to some 18

million Filipinos who live offthe islands rich natural re-

sources.It has been home to Muslims and

indigenous people since the 14th century.

Christians from the countrys other is-

lands started settling in the area since the

16th century and began to predominate in

the 1950s.

So, the Mindanao that we know today is a

land of mixed faith, cultures and beliefs.

Cultural diversity defines and influencesthe relationships among the tri-people.

Its one reality that we Mindanaoans

face, along with some advantages and

disadvantages that come with it.

Cultural differences tend to make it more

complicated and difficult for two groups

of people to know and relate with each

other, or live together in a community. A

cultural and social artifact like language

spoken differently by two cultural

groups, for example, could bar contact

and communication between their

people. You then have a situation that

tends to lend itself to misunderstanding,

mistrust and mutual suspicion,

chauvinism, or animosity.

But the tri-people share the same

fundamental belief in justice,

democracy and self-determination.

Peace Education aims to foster the values

and attitudes conducive to living

harmoniously and peacefully

amid cultural diversity. It

seeks to achieve a state of

oneness among the tri-people.

Thus, it works to promote

tolerance, goodwill, and

respect for and understanding

of diversity among young

people. And all these by way

of learning activities thatencourage them to:

Share stories that foster

understanding, tolerance, and

goodwill - and learn from them;

Share thoughts and feelings on peace

and its elements in communities of

mixed faith, cultures and beliefs;

Celebrate similarities and diversity;

Experience the beauty of music,

arts and crafts, dance and folk tales

borne of different cultures; and

Play games and compete in sports,

and hone skills and talents in the

process.


6/22

3

The key Peace Village activities

have aimed to allow the partici-

pants, both learners and educa-

tors alike, to -

1Revisit values & attitudestowards diversity, culturaldifferences, tolerance, and human

dignity;

2Manifest behaviorsshowingcamaraderie and brotherhood withfellow participants regardless of culture,

tribe, creed and socio-economic status;

3Promote the spirit of respectand understanding of ones culturalbeliefs in a complex and culturally

diverse society;

4Develop social interactionskills to promote peaceful relationsamong people of diverse groups and

communities;

5Demonstrate that there arealternatives to violence and developpositive approaches to dealing with

conflicts.

OBJECTIVES The Peace Village draws insights from a thematicmodel for peace education proposed by UNESCO

since 2001. The model offers ten basic themescovering key values that education hopes to see

developing in children. The themes in quick strokes areas follows:

1. Think Positive aims to develop a positive mindsetin children. It works to build a positive self-conceptin oneself and attitudes towards accepting andappreciating others.

2. Emphatize is learning to put oneself in the shoes ofothers, and works to develop compassionate qualities,like love, kindness, and friendliness, to counter theviolence in society.

3. Discover Inner Peace helps the learner in discovering

peace of mind; covers ways of understanding self,controlling emotions, and soothing the mind.

4. Learn to Live Together is learning to workharmoniously with others; covers such topics as

sharing, mutual help, trust building, taking groupresponsibility, leading and following.

5. Respect Human Dignity tries to develop aconsciousness that recognizes and respects ones ownrights and those of others.

6. Be Your True Self helps acquire the strength ofcharacter needed to be honest and direct in expressing

ones needs, feelings and thoughts without lettingothers down.

7. Develop Critical Thinking aims to developproblem-solving and decision-making skills, like -

analysis, syntheses, logical thinking, etc.

8. Resolve Conflict Non-Violently covers developmentof conflict resolution skills, like: analyses, negotiation,active listening, mediation, problem-solving, etc.

9. Build Peace in Community exposes children tosocial realities. Schools can organize peace-buildingprojects in the community.

10. Care for the Planet bears directly and immediately onthe destiny of mankind.

he Peace Village draws insights from a thematicmodel for peace education proposed by UNESCO

since 2001. The model offers ten basic themesovering key values that education hopes to see

eveloping in children. The themes in quick strokes areas follows:

. Think Positive aims to develop a positive mindsetin children. It works to build a positive self-conceptin oneself and attitudes towards accepting andappreciating others.

2. Emphatize is learning to put oneself in the shoes ofothers, and works to develop compassionate qualities,llike love, kindness, and friendliness, to counter theiolence in society.

3. Discover Inner Peace helps the learner in discovering

peace of mind; covers ways of understanding self,ontrolling emotions, and soothing the mind.

. Learn to Live Together is learning to workharmoniously with others; covers such topics as

sharing, mutual help, trust building, taking groupresponsibility, leading and following.

5. Respect Human Dignity tries to develop aonsciousness that recognizes and respects ones ownrights and those of others.

6. Be Your True Self helps acquire the strength ofharacter needed to be honest and direct in expressing

ones needs, feelings and thoughts without lettingothers down.

. Develop Critical Thinking aims to developproblem-solving and decision-making skills, like -

analysis, syntheses, logical thinking, etc.

8. Resolve Conflict Non-Violently covers developmentof conflict resolution skills, like: analyses, negotiation,active listening, mediation, problem-solving, etc.

9. Build Peace in Community exposes children tosocial realities. Schools can organize peace-buildingprojects in the community.

0. Care for the Planet bears directly and immediately onhe destiny of mankind.

TEACH PEACE MODEL


7/22

4

F or the opening activity, the Villagechildren welcomed their guests with agrand parade on the oval track of theMindanao Civic Center, featuring the peace

advocates from the host and other participating

DepED divisions. The event was like a

showcasing of colors in many varieties, worn by

the children for their indigenous costumes as they

danced past the Village guests.

The scene evokes a quick thought: if all of lifes

hue is but one, whence would beauty come?

Colors blend in harmony and please the eye.

Contrast marks the hues and defines the spectral

elegance of the rainbow.

As in colors, so in cultures: harmony inheres in

diversity.

OPENING EVENT

DepED Assistant Secretary Jonathan E. Malaya (right

joins the opening event as keynote speaker. Host

Division Superintendent Maria Luisa B. Mutia (middle)

looks on after introducing the guest of honor to Rev.

Fr. Henry Medjo Mvomo (left) from South Africa.


8/22

5

Peace is their plea for a land marred by violence.

As thousands of children behind her steady

themselves in a body formation that spells the

word PEACE, the angelic young girl in pink gestures

her message to the world. She hopes to dramatize

the cry of children for peace and a stop to all forms of

violence.

Who would dare not to listen? War and violence are

untenable if we all dream of richer lives and a better

future for our children. Working for peace acquiresparticular urgency. Not apart from the children, but

through the children. The words of Maria Montessori

ring true: If salvation and help are to come, it is

through the child ; for the child is the builder

of man.

She is the promise of mankind.

OPENING EVENT


9/22

6

The day in the Village starts at the first break

of dawn, and the children start it right with

Hataw: a warm-up exercise, a wake up callfor body and soul. The name is the Tagalog word

for to hit something/somebody hard, usually

with a stick; it has lately come to connote give it

all youve got. And that is what the children , and

their mentors, exactly do as they go through the

well choreographed work-outs every morning,

and gear up for a day of play and fun and learningChildren are known for the proverbial huge

reserve of energy that lets them do hatawall day

long. As the wise say, play is what childhood is

for.

HATAW


10/22

7

SHOWEROF PEACE

Almost all religions around the world use

water in rites to clean the body and purify

the person spiritually. The baptismal wateris used by Christians, for example, to wash away

the original sin. In rites of ablution, Muslims

use water to clean their heads, arms and feet

before praying. The Peace Village has adopted the

symbolic quality of water as a purifying element in

an activity called Shower of Peace.

After doing Hataw, the peace advocates, young and

old, gather in a chosen area and form a circle while

holding each others hands. A mentor explains tothe crowd what the activity means.

en, j ts w er o a se a u s

com ouri g d wn ik rain owe o r he

rtici t . h t h rl or n ri ual ffu an frolic. e o es t e n

wa e s s d reju c n t d

a s a

r .

,

l r f t ,

s e t r c t

, e o

n o .

Top-left to right: Peace to oneself, as shown to children by host Division Superintendent Maria Luisa B. Mutia; Mentor Ms Naimah

S. Tamano explains the activity; students show peace from the heart. Bottom: Frolicking in the shower like in the rain, as if in a ditty

- The suns in my heart/And Im ready for love/Im singin and dancin in the rain


11/22

8

KIDS SAY NO TO GUNS ...

No child is born violent, let alone

a killer. Violence is a behavior

the child acquires dependingon his environment. Although experts

believe that parents and role models

lend the biggest influence in shaping

the childs values and behavior, other

factors help, too. Mass media is one.

Another is toys. Violent toys induce the

child to play violently. With toy guns,

for example, expect the child to act out

the obvious shoot and kill and have

fun doing it. The message of toy guns,

wrote one professor of psychology, is

that you solve problems by pulling a

trigger.

The

message

of toy guns

is that

you solve

problems

by pulling a

trigger.

The Peace Village brings attention to

this issue through an activity called

Kids Say NO To Guns, which hasformed, in fact, a regular event since

the 2nd Northern Mindanao Peace

Village. Its the childrens symbolic way

of shunning toy guns for being what

they are toys that add no value to kids

positive learning and promote unwanted

behavior. For the event, they bring

their toy guns with them, trade them in

for seedlings from authorities, and join

everybody in trampling upon the toys, to

dramatize a collective condemnation of

war, violence and killings.

Our duty is to protect

Muslims, Christians and

Lumads alike.

Center photo: peace advocates trade in their toy guns for

seedlings from military/police authorities. (1) Young children sing

for everybody at the trade-in ceremony ; (2) The toy guns are

gone for good; (3) Fly on, dove, fly on, spread the message of

peace; (4) Photo ops the kids way; (5) Young peace advocates

organization president sharing his thoughts on peace; (6) Lt. Col.

Agane C. Adriatico, PA, delivers his thoughtful lines on guns,

peace and the military.

(1)

(2)

(3)

(4)

(5)

(6)


12/22

9

... SAY YES TO LIFE

As the children say NO to guns,

they say YES to life. Having

traded their toy guns for treeseedlings, theyre ready for the next step.

It proves to be a 243-step climb up to

Dapit Alim, a place for healing, which sits

on a hill top overlooking Panguil Bay in

Tubod, Lanao del Norte.

There they gather for a dialogue and share

views, stories and observations on how

people are waging war against Mother

Earth through practices that do her harm,often with irreversible consequences.

Young as they are, they understand

that peaceful living means accepting

responsibility in taking care of the

environment. The children unanimously

declare that peace is living in harmony

with the earth our one shelter and one

home.

The children have come up with simple

activities and choices that help sustain

the planet; practices they can do at home,

in school and at play. Simple things like

backyard gardening, waste management,

recycling and even those things that

parents usually nag them about (turn

the lights off when not in use; spare the

streets from your candy wrapper; etc.) .

Before trekking down from Dapit Alim,

the children and their mentors have

all planted 100 mahogany seedlings as

peace offering to earth.

Without

realizing it, we

have begun

to wage

war on the

Earth itself.

Now, we and

the Earths

climate are

locked in a

relationship

familiar towar planners:

mutually

assured

destruction.

- Al Gore

Top-left clockwise: Thefirst steps in the long climb up toDapit-Alim; mentor and child secure the young tree in

place; the lady leads the trekkers to the place of healing -to help heal the earth and oneself.


13/22

10

PEACEART

The Peace Village urges the children

to draw freely as a way of expressing

their feelings about peace, war andviolence. The activity uses an art form as a

tool to bring awareness to the universal issues

of peace and promote peaceful solutions to

conflict. The drawings share a common wish

for a peaceful and better world. Later on,

these are displayed in a peace art gallery for

everybody to see and for the artist to take

pride in.

Sometimes the drawings stir discussions among

the children on the kind of world they wish tohave and the big things their puny selves hope to

do to make it happen. The art gallery connects

the children of mixed cultures through a common

theme. It hopes to make them realize that every

Muslim, Christian and Lumad child wants peace.


14/22

11

LEARNING HUBS

Learning hubs are the tents in the Village which

the children go to for curricular and special

learning experiences as blended withpeace content. For the Fourth Peace Village, the

hubs are built and attended to by the other

participating DepED Divisions, depending

on their choice of learning area. The

idea is to allow space for children to

explore and discover and learn

with fellow learners, and

enjoy the process.

On its own initiative, the

command of the Philippine Army

in the province put up its own

learning hub, complete with a

teaser for the curious - See Your

Army in Peace.

The tent houses a still photo

gallery of Army soldiers doing

civic work and runs a DVD

player and monitor showing

movie clips on the same theme.

The Third Peace Village first

saw the ALIVE hub entertaining

young and adult visitors by

treating them to a taste of Muslim

living. ALIVE is short for Arabic

Language and Islamic Values

Education.

The colorful hub ran under the

same theme for the Fourth Peace

Village, offering the chance to

dress, eat, sing and dance like a

real Maranao.

The hub of Tangub City Division was frequented by young book lovers with its easy reading materials

that the children found enjoyable.

Sec. Jesli A. Lapus gets a taste of Maranao delicacy on his visit to ALIVE hub.


15/22

12

CELEBRATINGDIVERSITY

Mindanao is a cradle of

perhaps the countrys richest

and most diverse cultures.

As an island, there are as many

shared similarities as there are unique

distinctions.

The MCC Gymnasium was jam-

packed with Village participants for

the Cultural Festival, a night to

celebrate the richness of the Mindanao

culture and an opportunity for cultural

awareness and better understanding

among children of various ethnic

origins. It was also an avenue to

appreciate the traditions and various

creative expressions of their ancestors.

Each participating division showcased

the different cultures and traditions that

represent the people in their localities.

The presentation of songs, dances

and rituals has aimed to enhanced

respect and tolerance between and

among children of different ethnic

backgrounds.

The colorful night was an

encouragement for everyone to

examine and better understand their

own culture as well as the cultures of

others.


16/22

13

T he morning of Day 2 in theVillage sees the childrentrooping to the MCC gymfor a learning activity about peaceand violence. Joining the Villagemainstays are the learners from thenearby schools under the host Division,who filled the gallery almost to thebrim. Doing a learning activity forthousands of children at the same timeis challenging. It becomes a dauntingone when the activity is focused onlearning values and behavior for a seaof young minds.

THE WAY OF PEACE

One enemy is boredom, and a good

mix of fun and learning is needed to

foil it. So, the children are treated

to a show, complete with singing,

dancing and rejoicing. The children

joined in with little prodding and

enjoyed themselves. When the

homily is delivered, the children

are all ready to listen. For good

measure, even the songs bear

messages of love, respect and

compassion the proven ways of

peace. (cont. next page)

Father Rodulfo Dong Galenzogadelivers his homily on peace, love

and compassion for young children

all ready to listen after the singingand dancing.


17/22

14

Learning can be entertaining and

memorable if the children can

relate to them through experience.The Panday Kalinaw, a cultural group

from Cagayan de Oro City, came to

the event ready with several skits to

demonstrate selected ways of violence

and enjoin the children to avoid or

unlearn them. Each skit is a theatrical

sketch of characters and scenes acted

out by the group members, which leaves

a moral for the audience to discern. A

short reflection caps each skit to facilitate

learning.

The skits prove to be a hit among the

young audience. Maybe because the

characters and the scenes are familiar,

being mere recreations of thin slices

of daily living. Like: A father who

encourages his son to play with toy guns;

a mother who plays favorite among her

children; a security guard who chooses

whom to trust or mistrust according to

ones tribe or religion; adult males who

resolve conflicts with guns.

The audience participates, too. You will

hear the childrens collective sigh of

disapproval over a scene that plays out

an unfair situation; they cheer evidently

for scenes they find acceptable. They also

answer clearly and unhesitatingly when

asked by the facilitator to pass judgment

on a characters untoward behavior.

And always., the children respond inunison, as if cued by a prompter. Yet, its

purely spontaneous.

Children know their values. A peace

education initiative is on the right track if

it gives the children great respect for this

and takes off from there. Learning the

way of peace is learning it the right way -

the childs way.

Learning

the way

of peace

is learning

it the

right way,the childs

way

Unfair!cry the children in unison over a scene that shows thesecurity guard (left photo) letting a foreigner get away with hisbottled water, while keeping a local lady from going somewhere withhers (middle photo). Father Paul Glynn (right photo) caps each skitwith a reflection, influent Bisaya, to facilitate learning.

THE WAY OF PEACE


18/22

15

The passion for peace need to

stand on reason to make the

advocacy last. Colloquies form agood activity to collect thoughts and test

them in discussion as a way of fortfying

the rationale for peace. As a conversation

of the formal kind, a colloquy is an

age-old tool for enhancing the thought

process and promoting critical thinking.

It serves the Peace Village as well. One

such formal conversation was hosted by

the Youth Peace Advocates Organization

(thats what the young Villagers have

PEACECOLLOQUY

called themselves as a body) on a host

of peace topics that they themselves

selected. The young challengedthemselves by inviting distinguished

leaders and professionals in the locality as

discussants. Prior to the event itself, the

organizing committee had identified the

individual presenters, and asked them to

choose their own topics and prepare for

their discussions. An added experience

for the young from this activity was

on the manner of conducting oneself

formally in conversations of this kind.

The process promotes civility.

Mix of wisdom and enthusiasm. Among the many local leaders who shared their wisdom in the colloquyare (from top-left to right) Lala Mayor Santiago L. Bontilao, Lanao del Norte Vice-Governor Irma Umpa Aliand Provincial Board members, and DepEd Region X Director Estrella Abid Babano.Mentor Ms Maria Eva S.Edon (mid-left) moderates the discussion.


19/22

16

KIDSCOMMIT TO PEACE

This segment (held on Day 3) forms a set

of learning activities that offer instant

experiences to the children from whichthey can know the values and attitudes that serve

peace against those that serve violence. To meet

their pedagogical purpose, the activities involve the

children themselves; they are fun; they make sense;

they take the level of the children into account.

The scene is like

an oversized

class of young

and teen

learners, a few

hundreds strong,

sitting on the

floor in lotus-

like position.

The mentor

serves less as a lecturing teacher than a facilitator.

Spontaneity runs each type of learning activity.

For skits or role plays, for example, the players are

picked out from among the volunteers who respondupon the facilitators invitation, their lines delivered

straight from hurried thought (there are no scripts)

following a given scenario. Like: How do you act

out caring and understanding among yourselves

as school mates? Show us a scene at home that plays

out the courage to tell the truth. A Question-and-

Answer type of reflection follows each extempore

skit to help understand the characters and absorb the

lesson.

A silent version of this is the pantomime: the

facilitator describes a scenario and asks for

volunteers to act it out through soundlessgestures and movements. The audience joins in

by guessing whats playing out, which is often

where the fun is. A cast of a teen boy and girl

doing a mime about loving and caring is sure to

elicit boisterous teasing and laughter from the

young audience. Its a good memory aide, too.

Other learning activities e.g., short storytelling,

dialogues, games have allowed the children to

enrich their stock of good values. It prepares them

for thefi

nal activity.

Later in the event, the children produced four

round stickers each (with more than one inch in

diameter) and wrote on them the good values they

like most. Then they cut out three stick figures of

kids from rectangular stickers supplied to them.

Standing side by side each other, the stick figures

are intended to represent the Lumads, Muslims

and Christians. Next, they pasted the round

stickers on the head of the stick figures. Finally, a

long streamer is spread on the floor, and upon acue from the facilitator, the children pasted all the

stick kids on the streamer. The children commit to

uphold the values on the head of the stick figures

and seal that commitment by pressing their

painted palm in a space on the streamer reserved

for the purpose.

And once again, they let the whole world know

about it.


20/22

17

SCHOOL-COMMUNITYOF PEACE

For the past two Villages, the

Southeast Asian Ministers

of Education Organization

(SEAMEO-INNOTECH) and

the Office of the Presidential

Adviser on Peace Process

(OPAPP) have supported parallel

initiatives toward the building

of school-community of peace.In collaboration with DepED

Region X office and the Divisions

under it, the two agencies have

provided assistance in the holding

of planning and integration

workshops, as participated in

by teachers and administrators

from these Divisions. The

first two phases have yielded

School-Community Plans for the

participating offices.

The third phase was held

alongside of the 4th Peace

Village activities, which aimed

to consolidate the learning from

the first two phases and enrich

the individual school-community

plans. The three-day workshops

also generated common themes

and programs on peace and

peace education with which to

come out with more harmonized

and coherent plan for the entire

Region X. The workshops

also set timetables, established

accountabilities, and defined

expected outputs.

The end of the integration

workshop, wrote SEAMEO,

signals the beginning of the

implementation of individual

plans on school-community

of peace. The Regional and

Division Offices are expected

to lend support and assistance

to schools, if so needed. The

workshops have taken guidance

from the following objectives:

To learn and appreciate stories

and initial gains from phase 2

experience;

To enhance participants

knowledge and skills in

developing a culture of

peace in their schools and

communities;

To enrich the individualschool-community of peace

plans; and

To develop participants

competencies in, and fortify

commitment to, the building

of a school-community

of peace in their areas of

responsibility.

WORKSHOP


21/22

18

CLOSING EVENT

The closing event cappedthe four-day initiative,which was made morememorable by the presence of

the DepED Secretary himself,

the Honorable Jesli A. Lapus.

He came with his other title, an

honorific one, as Datu Bantugan

V, having been conferred

the honor by the Provincial

Government of Lanao del Norte

since 2005. The previous day, he

met with the peace advocates in

the Village when he surprised

them with a personal visit.

The Secretary expressed his

appreciation for the initiative, and

cited the Division of Lanao del

Norte for hosting the events.

He spoke about peace as an

urgent concern for everyone

in the area, particularly on

account of its local development

implications. Lanao del Norte has

good tourism potentials, he said

- But I dont see how you canuse them effectively without the

condition of lasting peace firmly

in place.

The final closing portion was

a flag retreat. Early on, a joint

group of Girl and Boy Scouts

marched into the venue; each

one was carrying a Philippine

flag folded lengthwise, resting

accross the two arms stretched

forward. Every peace advocate in

attendance gets a chance to hold

the folded flag in this manner as

a copy is transferred from one to

another. You dont touch it, but

you can get it close enough to

your heart - this symbol of our

nation - for you to make a vow.

A simple one will do. Spread

I dont see how you can use

your tourism potentials effectively

without the condition of lasting

peacefirmly in place.

-DepED Secretary Jesli A. Lapus

From far left: Boy and Girl Scouts carry

Philippineflag copies for the retreat; Sec.

Jesli A. Lapus passes on theflag to Vice-

Governor Irma Umpa Ali; host Division

officers take and pass theflag by turns;

the streamer offers choices of peace

values to commit to by theflag.

across the hall is the streamer of

stick figures sporting good values

and attitudes written on their

heads. The children have sealed

their commitments to promote

these values as ways to peace

by pressing their palms on the

streamer. Follow their lead and

vow as they did. Then leave your

palm prints on the ground.

More than just a dream, peace is

work in earnest.

More than just

a dream ,peace

is w ork in

earnest


22/22

19

MOVERSANDSHAKERS

appreciation

They dont take center stage, they shy away from the limelight, they are nameless and faceless,

at least until this page. They are the women and men of the host Division who moved and

shook heaven and earth for the Fourth Peace Village to happen. On behalf of the DepED

Division of Lanao del Norte, I would like to extend my appreciation to all of them for all their

hard work and dedication. Peace lovers the world over deserve to know them, if only by their

names.

- Dr. Maria Luisa B. Mutia

NAME* RESPONSIBILITY

Anita C. EyaPeace Parade; Kids Commit To Peace; Putting-up o

Philippine fag & Division banners

Arlene D. Manginsay Love Power & Peace Refections; Invitation

Belen T. Bastillada Invitation; S treamers & tarpaulin; Decoration

FlashesSta headed by Alma C.Malier with Vilma V. Mangubat

Publication o Peace Village newsletter, Flashes

Florderick S. Velarde Technical support

Francisco S. GutierrezSound System; Kids Say Yes To Lie; Streamers &

tarpaulin

Loraine C. OlavidesKids Say Yes To Lie; Invitation; Shower o Peace;

Registration

Maria Eva S. EdonPeace advocates organizational meeting; Peace

Colloquy; Peace Conerence; Invitation

Maria Martha L. Jumawan Accommodation

Maricar T. Ablin Cultural Show; Dance Sports

Myles M. Sayre Overall admin support

Naimah S. TamanoPeace advocates organizational meeting; Shower o

Peace; Peace Colloquy; Invitation

Teresita B. Ilago Food

Tita F. Tubongbanua Invitation; Registration

Vellma Lou Alimanza

Invitation; Peace advocates organizational meeting;

Shower o Peace; Kids Say No To Guns; Kids Say Yes

To Lie

Victoria N. Caballero Peace Colloquy; Invitation

All Education Supervisors &

Coordinators

Opening Program; Closing Ceremony

* Listed in the order of theirfirst names

Documents

Peace Village 4 - Report on Peace Ed Initiative_deped Lanao Norte