addressing ip ed: localizing and indigenizing the k-to-12 curriculum localizing and indigenizing the...

Addressing IP Ed:• Localizing and Indigenizing

the K-to-12 Curriculum• Promoting Gender and

Development • Planning and Implementing the

Advocacy 1

Presentation OutlineI. MDGII. RA 9155 (Governance of Basic Education Act of

2001) – named DECS as DepEd• EFA and BESRA• Vision, Mission and Core Values• AURA• SIP• ARCA

III. RA 8371 IP LawIV. IPEd via DO 62: Addressing ARCA, Addressing

CIA• Localizing, Contextualizing, Indigenizing the Curriculum• Gender and Development (GAD)

V. IP Ed Advocacy (Planning and Implementing)

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3

MDG #2

1994 2001 1987

1982

“Governance of Basic Education Act of 2001” (R.A. 9155): Formally renamed DECS as the Department of

Education and transferred “culture” and “sports” to the National Commission for the Culture and the Arts and the Philippine Sports Commission

Redefined the roles of different administrative levels of DepED (central office, regional offices, division offices, district offices and schools)

DepEd’s New Vision, Mission and Core Values

VisionBy 2030, DepEd is globally recognized for good governance and for developing functionally-literate and God-loving Filipinos.

Mission

To provide quality basic education that is accessible to all and lays the foundation of lifelong learning and service for the common good.

Core ValuesCulture of Excellence, Integrity and Accountability; Maka-Diyos; Makatao; Makabayan; Makakalikasan

Source: Adoption of the DepED-Balance Scorecard under the Performance Governance System per DepEd Order 39, s. 2010

RA 9155

• Au.R.A• S.I.P. / A.I.P.

Philippine Education For All (EFA) 2015 Plan

Basic Education Sector Reform Agenda (BESRA)

The EFA and BESRA

Functional Literate Filipinos*

* Ability to communicate effectively, solve problem, think critically and creatively, use resources sustainably and be productive, develop sense of community and expand world view

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Basic Education Performance

8

A.R.C.A.A.E.Q.

EFA

An act to recognize, protect and promote

the rights of Indigenous

Peoples/Indigenous Cultural

Communities, creating a National

Commission on Indigenous Peoples,

establishing implementing mechanisms

appropriating funds therefore and for other purposes:

Republic Act No. 8371

National Commission on Indigenous Peoples – NCIP

–The primary government agency responsible for the formulation and implementation of policies, plans and programs to promote and protect the rights and well-being of the IPs/ICCs and the recognition of their Ancestral Domains as well as their rights thereto.

MANDATE:

The NCIP shall protect the interest and well-being of IPs/ICCs with due respect to their beliefs, customs, traditions and institutions.

IP Groups in Cagayan Valley

Agta

Kalanguya

Bugkalot

Isinai

Gaddang

Aggay

Dumagat

Itawis

Ivatan

Ifugao 12

and others

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RA 9155

RA 8371

DO 62

A.R.C.A.A.E.Q.

IPEd via DO 62:Addressing ARCA

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RA 9155

RA 8371

DO 62

C.I.A.

IPEd via DO 62:Addressing C.I.A.

IKSP per IP GroupIndigenous Knowledge, System and Practices

ANCHORED ON • From Birth to Death

– Food– Shelter– Clothes– Education

• Health and Wellness / Medicine• Livelihood (on the mountains and the seas)• Spirituality / Values / Virtues 15

Uncovering IKSP

GEOGRAPHY

PRODUCTION

ARTIFACTS TRADITIONS

CUSTOMS

Metaphysics

Epistemology

Ethics

Politics

Esthetics

Three Waves of Curriculum Development for Indigenous Peoples

INDIGENIZATION OF THE CURRICULUMCurriculum content is adopted from the community.

LOCALIZATION / CONTEXTUALIZATION OF THE CURRICULUMCurriculum content is adapted to the community.

CURRICULUM INDIGENIZATIONCurriculum content is organized, and implemented by indigenous peoples.

Advantages of Localizing/Contextualizing the Curriculum

(Tomlinson and Masuhara, 2004)

1. Cultural sensitivity

2. Potential for personalization

3. Easy availability of resources

4. Direct relevance of materials to learners

5. Ownership of the development process

Varied Conditions in the Classrooms

• Classrooms are in urban or rural setting.• There is a mixture of IP and non-IP

learners. (IP << non-IP)• Schools on the mountains (IP > non-IP)

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Challenges:

1. Schools must document their IP enrolment.

2. Teachers may include in their class record whether a student is an IP or non-IP learner for DIFFERENTIATED INSTRUCTION

3. Teachers integrate meaningfully the IKSP of IP groups in their teaching. One basic purpose of this is to interbreed respect with one another because “respect begets respect”.

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Our Shared AssumptionMeaningful Learning

ENDURING UNDERSTANDIN

G

CURRENT LEVEL OF

UNDERSTANDING

CONTEXT-DRIVEN OPPORTUNITIES

Our Shared AssumptionA Vision of Learning

UNIFYING SENSE OF

PLURALISM

LEARNERS’ LOCAL KNOWLEDGE AND

WORLDVIEW

UNDERSTANDING-FOCUSED LEARNING

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Indigenizing, Localizing, Contextualizing the Curriculum

MUST BE INTENTIONAL!

Curriculum

Instruction Assessment

CIAGeometryDO 62

INDIGENIZING THE CURRICULUM: SYSTEMATIZING THE IKSP IN THE C.I.A.

C

I A

STABILITY OF THE TRIANGLE

• Content Standards• Performance Standards• LC’s/LO’s

NATURE OF ASSESSMENT• Pre-assessment• Formative Assessment• Summative AssessmentLEVELS OF ASSESSMENT• B, D, AP, P, A

Actual Teaching for Differentiation• Teaching Approaches, Methods,

Techniques and Strategies• Instructional Materials, Devices and

Technology• Learning Laws, Theories, Principles,

Foundations

DO 62

INDIGENIZING THE CURRICULUM: SYSTEMATIZING THE IKSP IN THE C.I.A. /K-12

THEME 1

THEME 2

THEME 3

THEME 4

LEARNING STANDARDS (LS)

CONTENT STANDARDS (CS)-be able to know and doPERFORMANCE STANDARDS (PS)-products and performances

LEARNING COMPETENCIES (LC)

CURRICULUM GUIDE

TEACHING GUIDE per MODULE

K to 12 Policy Guidelines

Assessment in the K to 12

MODULE and ITS PARTS

DO 62INDIGENIZING THE CURRICULUM: SYSTEMATIZING THE IKSP IN THE C.I.A./K-12

ESP

THEME 1

THEME 2

THEME 3

THEME 4

LEARNING STANDARDS (LS)

CONTENT STANDARDS (CS)-be able to know and doPERFORMANCE STANDARDS (PS)-products and performances

LEARNING COMPETENCIES (LC)

CURRICULUM GUIDE

TEACHING GUIDE per MODULE

K to 12 Policy Guidelines

Assessment in the K to 12

MODULE and ITS PARTS

DO 62INDIGENIZING THE CURRICULUM: SYSTEMATIZING THE IKSP IN THE C.I.A./K-12

ESP

THEME 1

THEME 2

THEME 3

THEME 4

LEARNING STANDARDS (LS)

CONTENT STANDARDS (CS)-be able to know and doPERFORMANCE STANDARDS (PS)-products and performances

LEARNING COMPETENCIES (LC)

CURRICULUM GUIDE

TEACHING GUIDE per MODULE

K to 12 Policy Guidelines

Assessment in the K to 12

MODULE and ITS PARTS

DO 62INDIGENIZING THE CURRICULUM: SYSTEMATIZING THE IKSP IN THE C.I.A./K-12

MATT

THEME 1

THEME 2

THEME 3

THEME 4

LEARNING STANDARDS (LS)

CONTENT STANDARDS (CS)-be able to know and doPERFORMANCE STANDARDS (PS)-products and performances

LEARNING COMPETENCIES (LC)

CURRICULUM GUIDE

TEACHING GUIDE per MODULE

K to 12 Policy Guidelines

Assessment in the K to 12

MODULE and ITS PARTS

DO 62INDIGENIZING THE CURRICULUM: SYSTEMATIZING THE IKSP IN THE C.I.A./K-12

SCIENCE

THEME 1

THEME 2

THEME 3

THEME 4

LEARNING STANDARDS (LS)

CONTENT STANDARDS (CS)-be able to know and doPERFORMANCE STANDARDS (PS)-products and performances

LEARNING COMPETENCIES (LC)

CURRICULUM GUIDE

TEACHING GUIDE per MODULE

K to 12 Policy Guidelines

Assessment in the K to 12

MODULE and ITS PARTS

DO 62INDIGENIZING THE CURRICULUM: SYSTEMATIZING THE IKSP IN THE C.I.A./K-12

FILIPINO

THEME 1

THEME 2

THEME 3

THEME 4

LEARNING STANDARDS (LS)

CONTENT STANDARDS (CS)-be able to know and doPERFORMANCE STANDARDS (PS)-products and performances

LEARNING COMPETENCIES (LC)

CURRICULUM GUIDE

TEACHING GUIDE per MODULE

K to 12 Policy Guidelines

Assessment in the K to 12

MODULE and ITS PARTS

DO 62INDIGENIZING THE CURRICULUM: SYSTEMATIZING THE IKSP IN THE C.I.A./K-12

ENGLISH

THEME 1

THEME 2

THEME 3

THEME 4

LEARNING STANDARDS (LS)

CONTENT STANDARDS (CS)-be able to know and doPERFORMANCE STANDARDS (PS)-products and performances

LEARNING COMPETENCIES (LC)

CURRICULUM GUIDE

TEACHING GUIDE per MODULE

K to 12 Policy Guidelines

Assessment in the K to 12

MODULE and ITS PARTS

DO 62INDIGENIZING THE CURRICULUM: SYSTEMATIZING THE IKSP IN THE C.I.A./K-12

TLE

THEME 1

THEME 2

THEME 3

THEME 4

LEARNING STANDARDS (LS)

CONTENT STANDARDS (CS)-be able to know and doPERFORMANCE STANDARDS (PS)-products and performances

LEARNING COMPETENCIES (LC)

CURRICULUM GUIDE

TEACHING GUIDE per MODULE

K to 12 Policy Guidelines

Assessment in the K to 12

MODULE and ITS PARTS

DO 62INDIGENIZING THE CURRICULUM: SYSTEMATIZING THE IKSP IN THE C.I.A./K-12

MAPEH

Sample Guide in Indigenizing the Curriculum

• Content and Performance Standards including the Learning Competencies are non-negotiable (for all IPs and non-IPs)

• Review the Modules/Teaching Guides (negotiable)– Look for entry topics/subject matter– Insert appropriate IKSP to the subject matter

• Lesson Log– Capture briefly IKSP integration (IP group specific)– Values integration (avoid IP-related jokes)

• Supervision of Instruction (by the Principal/DH) must look for IKSP Integration as evidences of compliance to DO 62.

CHALLENGE: COMPILE IKSP-RELATED INSTRUCTIONAL MATERIALS 34

IKSP per IP GroupIndigenous Knowledge, System and Practices

ANCHORED ON • From Birth to Death

– Food– Shelter– Clothes– Education

• Health and Wellness / Medicine• Livelihood (on the mountains and the seas)• Spirituality / Values / Virtues 35

IKSP (related to livelihood) • Taking Care of Animals • Planting camote/cassava

– Harvesting• Fetching Water • Pagkakaingin Routine • Terrace Farming • Rattan gathering

– Basket Weaving and Selling• Collecting Banana Blossoms• Harvesting and Ripening Bananas• Collecting Gabi/Taro and Gabi Shoots (monthly)• Collecting Flowers of Grasses and Soft broom-making (Walis-

tambo)• Collecting Edible Fern or Pako • Collecting Ant Eggs

IP Activities / IKSP (related to livelihood) • Taking Care of Animals • Planting camote/cassava

– Harvesting• Fetching Water • Pagkakaingin Routine • Terrace Farming • Rattan gathering

– Basket Weaving and Selling• Collecting Banana Blossoms• Harvesting and Ripening

Bananas• Collecting Gabi/Taro and Gabi

Shoots (monthly)• Collecting Flowers of Grasses

and Soft broom-making (Walis-tambo)

• Collecting Edible Fern or Pako • Collecting Ant Eggs

Workshop• An individual activity (you are a

teacher – expert on CIA)• Choose your IP group (based on

your experience / observation)• choose the grade level, the

subject / learning area• Do mental scanning and write 4

MAJOR topics in that learning area representing the 4 GRADING PERIODS

• Align the IKSP activities (HERE) which can be connected to your learning area.

• You may think of others but still related to livelihood

What you did?

LOCALIZATION / CONTEXTUALIZATION OF THE CURRICULUMCurriculum content is adapted to the IP community.

Three Waves of Curriculum Development for Indigenous Peoples

INDIGENIZATION OF THE CURRICULUMCurriculum content is adopted from the community.

LOCALIZATION / CONTEXTUALIZATION OF THE CURRICULUMCurriculum content is adapted to the community.

CURRICULUM INDIGENIZATIONCurriculum content is organized, and implemented by indigenous peoples.

IP Activities / IKSP(related to livelihood)

• Taking Care of Animals • Planting camote/cassava

– Harvesting• Fetching Water • Pagkakaingin Routine • Terrace Farming • Rattan gathering

– Basket Weaving and Selling• Collecting Banana Blossoms• Harvesting and Ripening

Bananas• Collecting Gabi/Taro and Gabi

Shoots (monthly)• Collecting Flowers of Grasses

and Soft broom-making (Walis-tambo)

• Collecting Edible Fern or Pako • Collecting Ant Eggs

Workshop• Determine whether

each activity LISTED HERE is for the BOYS / MALES or GIRLS / FEMALES

41

GENDER AND

DEVELOPMENT

IP Activities / IKSP(related to livelihood)

• Taking Care of Animals • Planting camote/cassava

– Harvesting• Fetching Water • Pagkakaingin Routine • Terrace Farming • Rattan gathering

– Basket Weaving and Selling• Collecting Banana Blossoms• Harvesting and Ripening

Bananas• Collecting Gabi/Taro and Gabi

Shoots (monthly)• Collecting Flowers of Grasses

and Soft broom-making (Walis-tambo)

• Collecting Edible Fern or Pako • Collecting Ant Eggs

Workshop• Determine whether

each activity LISTED HERE is for the BOYS / MALES or GIRLS / FEMALES

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IPEd Advocacy Planning

ORIGAMI

DIVISION/SCHOOL IPED ADVOCACY PLANTarget

StakeholdersMessage

to be Conveyed

MediumDesired

OutcomeAdvocacy Strategie

s

Time Frame Resource Required

Teachers

Parents

Barangay residents

Others

DIVISION/SCHOOL IPED ADVOCACY PLANTarget

StakeholderMessage

to be Conveyed

MediumDesired

OutcomeAdvocacy Strategie

s

Time Frame Resource Required

Teachers PowerPoint Presentation

IPEd in the K to 12

Localization

Formation of core group at D.O. / school

level and advocate IPEd

MeetingRadio

TVCellphone

T-shirtsFlaglets

Tarpaulin

Meals and Snacks?

Registration Fee?

Parents

PowerPoint Presentation

Flyers

Appreciation of IPEd

MeetingRadio

TVCellphone

T-shirtsFlaglets

Tarpaulin

Flyers/Brochures

Barangay residentsPowerPoint

Presentation

Flyers

Appreciation of IPEd

MeetingRadio

TVCellphone

T-shirtsFlaglets

Tarpaulin

Flyers/Brochures

RA 9155

• Au.R.A• Quality Assurance• S.I.P. / A.I.P.

HudhudPagsi

Thank you!

Briefer for the Committee on Basic Education and Culture, House of Representatives , August 11, 2010

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EFA/MDG Organizational Effectiveness

SBM Dimesions

Leadership Curriculum & Learning

Accountability Systems

Resource Management

K to 12 Curricul

um

Strategies

PASBE

ACCES Principles

+

Review and re-align program implementation plan for the following programs to be consistent with the concepts and principles of ACCESs:• School-Based Management (SBM)• Philippine Accreditation System for

Basic Education (PASBE)• K to 12 Program• All existing and on pipeline foreign-

assisted projects

ACCESs, SBM, PASBE

PASBE is anchored on the principle of ACCESs. . .

An accredited school is not only child-friendly; it should also be community-centered.

The Journey to ACCESs: From Nurturing the Child to Nurturing the Community

Child-and Community-Centeredness

Transitioning to Child- and Community-

Centeredness

Child-Centeredness

• Highly Functional

• Operational

• Emerging1

2

3

Accreditation Status

Level III(Self-renewing/regulating)

Level II(Operational)

Level I(Emergent)

Level of Practice

SBM-PASBE Operational Framework

Autonomous(Re-accredited

Status)

Accredited(initial

accreditation)

Applicantstatus

Leadership for Accelerated Learning

Curriculum and Learning for Responsible

Citizenship

Transparent Management of

Resources

Performance Accountability for Quality Education