The study sought to determine the current learning experiences and conditions of B’laan tribe and identify factors associated with human capital development for B’laan tribe. Qualitative approaches were utilized in the first phase of the study. Focus Group Discussions (FGDs) and Key Informant Interviews (KII) were conducted to selected participants coming from the B’laan tribal chieftain (Fulong), representative from Barangay Council, representative from the Non-Government Organizations, and ordinary B’laan people from the community. Moreover, quantitative approaches were also used in this study in order to determine the factors derived from the qualitative data. Exploratory factor analysis (EFA) was used to establish the factors. A confirmatory factor analysis (CFA) using latent curve analysis of structural equation modeling was also utilized to confirm the validity of these dimensions as determinants of human capital development framework for B’laan tribe. The analysis uncovered a robust framework for human capital development for the B’laan tribe in education, noted with good fit indices. Further, model trimming exposed that two significant factors persist, hence appreciating that certain types of education like contextualized education and eco-based education are quite critical, yet not all that the B’laan desire. Results revealed themes centering on the current learning experiences and conditions of B’laan tribe through the curriculum implemented by the Department of Education is not culture sensitive. Peace and security were one of the factors that impeded education. The EFA revealed dimensions linked to human capital development framework for B’laan tribe which included free education, community resource- based education, contextualize-based education, human security-based education, right-based education, voice-based education, culture-based education, indigenous knowledge-based education, eco-based education, and sustainable education. All these factors were confirmed by CFA to constitute a valid framework of human capital development for B’laan tribe in the context of education.

Keywords: educational experiences, B’laan Tribe, culture, responsive factors, contextual factors, human capital development framework