Indigenous peoples education curriculum of the Philippines

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Information about Indigenous peoples education curriculum of the Philippines

Published on November 19, 2013

Author: ralphmartin


ALS Curriculum Goal: Functional Literacy One who can communicate effectively, solve problems scientifically, creatively and think critically, use resources sustainably and be productive, develop himself/herself and his/her sense of community and expand his/her world view.

ALS Curriculum A functional literate person is one who can do the following: COMMUNICATE EFFECTIVELY • listen with understanding • express one’s ideas • read with comprehension write clearly

ALS Curriculum Solve problems scientifically, creatively and think critically • apply scientific thinking • make critical and informed decisions count and compute accurately • be innovative and creative

ALS Curriculum Use resources sustainably and be productive •earn a living •do productive work •use appropriate technology •practice sustainable use of resources

ALS Curriculum Develop himself/herself and his/her sense of community • Develop inter- and intrapersonal relations according to prevailing values and culture • Exercise civil and political rights with corresponding responsibilities • Demonstrate a sense of personal and national identity • Take pride in his/her culture and respect that of others

ALS Curriculum Expand one’s world view • Contribute to peace and solidarity • Resolve conflicts nonviolently

RATIONALE Indigenous Peoples Education Program (2004) - An ALS Program that addresses the immediate needs, interests, and aspirations of the Indigenous Peoples (IP) through the implementation of a culturally-appropriate and rights-based ALS curriculum

Background · Article II, Section 22 of the 1987 Philippine Constitution, reiterated in Section 2, Chapter 1 of the Republic Act of 8371 otherwise known as “The Indigenous Peoples Rights Act (IPRA) of 1997”, declares that the state recognizes and promotes the right to the ICCs within the framework of the national unity and development. · Section 30 of the IPRA Law, Chapter VI, under Cultural Integrity, has a provision on Educational Systems which indicates that “The State shall provide equal access to various cultural opportunities to the ICCs/IPs through the educational system, public or private cultural entities, scholarship grants and other incentives without prejudice to their right to establish and control their own educational systems and institutions”. ·

Background - EO 356 – Renaming the Bureau of Nonformal Education (BNFE) to the Bureau of Alternative Learning System (BALS) in 2004 which among others: Mandated the DepEd, through the BALS, to ensure that all learning needs of marginalized learners are addressed EFA Plan 2015 (2005) for the ALS to prepare an action plan for informal interventions relevant to an alternative learning system (ALS) which hopefully will yield more EFA benefits.


Rights—Based Approach to Education • Social justice • Cultural integrity • Self• Governance Human rights Ancestral Domain

The Rights-Based Approach (RBA) - strengthens sustainable development and the exercise of self-determination in as much as education is supposed to be an “enabling” (for recognition and empowerment), an “ensuring” (for protection) and an “enhancing” (for development and promotion) tool for Indigenous Peoples, their ancestral domains and their cultural integrity.

Learning Strand One - Communication Skills This strand aims to develop the ability of the IP learners to access, critically process and effectively make use of available information in a variety of media to be able to: (a) function effectively as a member of the family, community, nation and the world; and (b) actively participate in community and economic development.

Learning Strand Two – Problem Solving and Critical Thinking. This strand aims to enable the IP learners to be aware of their own thinking, make critical and informed decisions, defend their ideas, evaluate the ideas of others and strive for new ways of solving problems, and do all these in an atmosphere of community and consensus-building.

Learning Strand Three – Development of Self and a Sense of Community. This strand aims to help the IP learners acquire a positive sense of self and a sense of community that will lead to the development of their potentials and enable them to live harmoniously together and with others.

Learning Strand Four – Practice of Ecological Sustainable Economics. This learning strand aims to help the IP learners achieve responsible well- being and ensure active participation in the economic life of the community.

Learning Strand Five - Expanding One’s World View This strand aims to provide an atmosphere for the IP learners to appreciate and practice freely their own culture and at the same time to be equipped with basic competencies to face the challenges of a global community and the influx of change.

Family Life Civic Consciousness Health, Sanitation and Nutrition Environment Economics and Income

• FAMILY LIFE • Nature of the Family • Family Size • Family Life Cycle • Family Structure • Family Needs and Resources • Marriage Practices • Gender Concerns • Children’s Rights

HEALTH, SANITATION & NUTRITION • Personal Hygiene and Environmental Sanitation • Common Diseases • Safe Drinking Water • Food and Nutrition • Traditional Cures/Healing and Herbal Medicines • Maternal and Child Health Care and Services

CIVIC CONSCIOUSNESS • IPs Worldview, Life Ways and Identity IP History • • Republic Act No. 8371 Indigenous • People’s Rights Act (IPRA)

ECONOMICS AND INCOME • • • • • IP Community Economic System IP Community Production IP Community Distribution/Exchange IP Community Consumption Involvement of IP Individuals in their Community

• • ENVIRONMENT • • • • • IP and Nature Stewardship of Nature Environmental Practices Use and Protection of Nature Constructive Environmental Practices Destructive Environmental Practices Sustainable Development The Forest Ecosystem and its Use and Protection

Development of IP Materials – Present Practice: - Use of BALS and ALS Field Implementors as Writers - Use of IP Consultants/Experts for Curriculum and Content – Issue: - Lack of local experts in the translation to mother tongue Production of Materials - no funds

Implications a. Teachers b. Principals c. Students d. Parents e. Nations

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