proposed strategic directions on indigenous peoples’ education

on Indigenous Peoples’ Educationfor the Department of Education

Proposed Strategic Directions

Prepared by:

Benjamin D. AbadianoAssisi Development Foundation andPamulaan Center of Indigenous Peoples’ Education

Roundtable Discussion on Indigenous Peoples’ EducationJuly 5, 2011

Contents

1. Background1.1. State of Indigenous Peoples’ Education1.2. Indigenous Education Policy Framework of the

Department of Education1.3. DepEd’s Response

2. Proposed Strategic Directions2.1. National and Local Leadership, Partnership and

Empowerment2.1.1. Approval and Implementation of IPs’

Education Policy Framework2.1.2. Formulation of National IPs’ Education System2.1.3. Creation of IPs’ Education Task Force/

Consortium2.1.4. Organizational of Local IPs’ Education Council2.1.5. Recognition and support of IP community

schools2.1.6. Allotment and deployment of IP teachers2.1.7. Recognition of IP knowledge holders/ local teachers2.1.8. Creating mechanisms on sustainability2.1.9. Linkage Building

2.2. IPs’ Education and Knowledge and Information Management System (KIMS)2.2.1. Baseline Study and Data Banking2.2.2. Profiling2.2.3. Cultural Mapping2.2.4. Ethno-graphic Research and documentation

on IKSPs2.2.5. Publication and Information Dissemination2.2.6. Website development2.2.7. IKSP Hub Establishment2.2.8. IPs’ Education Centers Establishment in

Luzon and Mindanao2.3. Capacity Building and Formation

2.3.1. Awareness Building and IP Culture Sensitivity Workshop

2.3.2. In-Service and Retooling of Teachers2.3.3. Teaching-Learning Strategies2.3.4. Cultural Process Research2.3.5. Development of Instructional Materials

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Introduction

Summary

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2.3.6. Professional Training2.3.7. Volunteer Teaching Opportunities2.3.8. Immersion Program2.3.9. Study Tour2.3.10. Cultural Exchange and Dialogue with ICC/

IP Communities2.4. Creation of culture sensitive learning approaches,

processes and environment2.4.1. Reviewing of the DepEd Existing Programs

both in the Formal and Alternative Learning Systems

2.4.2. Curriculum Review and Development2.4.3. Learning Materials Development and

Community Schools2.4.4. Community Schools Support and

Development2.4.5. Develop Capacity of School Management2.4.6. Production of Books and Learning Materials2.4.7. Review/Develop Indigenous Culture

Sensitive Materials2.5. Monitoring and Evaluation

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3. Annexes3.1. List of Institutions with Existing Programs on IPs’ Education3.2. Sample Brochures on IPs’ Education Programs

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Introduction

On 5 July 2011, Bro. Armin Luistro, Secretary of the Department of Education (DepEd) convened roundtable discussion on Indigenous Peoples’

Education. It was attended by representatives both from the Civil Society Organizations and the Government who are advocating and implementing programs on indigenous peoples’ education.

The sole purpose of that meeting was to consult the stakeholders in identifying mechanisms where government and the civil society can work hand in hand in advancing the rights and welfare of the indigenous peoples through education.

This document is an attempt to put together all the ideas, suggestions and recommendations from the participants of the said meeting, including various IP support groups including that of the National Commission on Indigenous Peoples, NCC, ECIP and IP Community Schools.

This document therefore is only a working paper which may be used by the Department of Education as reference material for planning and crafting of strategic programs on Indigenous Peoples’ Education in the Philippines.

Benjamin a. aBadiano

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DepEd’s Vision and Thrust An Education System that recognizes, protects and promotes the rights and welfare of ICC/IP

This will be achievedthrough...

National and Local Leadership, Partnership and Empowerment

IPs’ Education Centers and Knowledge and Information Management System (KIMS)

Capacity Building and Formation

Creation of culture sensitive learning approaches, processes and Environment

With a keyfocus on...

• Approval and Implementation of IPs’ Education Policy Framework

• Formulation of National IPs’ Education System

• Organization of Local IPs’ Education Council

• Creation of a Consultative Body/Consortium

• Recognition/Accreditation of and support to IP community schools

• Allotment and deployment of IP teachers

• Recognition of IP knowledge holders/local teachers

• Linkage with various stakeholders & partners

• Creating mechanisms on sustainability

• Setting Up of Income Generating Projects

• Baseline data

• Profiling

• Cultural Mapping

• Ethno-graphic Research and documentation on IKSPs

• Publication and Information Dissemination

• Website development

• IKSP Hub Establishment

• IPs’ Education Centers Establishment in Luzon, Visayas and Mindanao

• Awareness Building and IP Culture Sensitivity Workshop

• In-Service and Retooling of Teachers

• Teaching-Learning Strategies

• Cultural Process Research

• Development of Instructional Materials

• Professional Training

• Volunteer Teaching Opportunities

• Immersion Program

• Study Tour

• Cultural Exchange and Dialogue with ICC/IP Communities

• Reviewing of the DepEd Existing Programs both in the Formal and Alternative Learning Systems

• Curriculum Review and Development

• Review/Develop books and other learning materials

• Community Schools support & development

• School Management

• Production of Books and learning materials

• Review/Develop indigenous culture sensitive materials

Measuring Efficiencyand Impact by...

Improved outcome in: Policy Implementation, Teacher’s knowledge, Skills and attitude on IPs Culture Rights, School Management and Systems and Policies, Leadership Community Participation, Public awareness on IP rights and culture

ProPosED sTraTEgIc DIrEcTIon on InDIgEnous EDucaTIonfor THE DEParTMEnT of EDucaTIon

ii

DepEd’s Vision and Thrust An Education System that recognizes, protects and promotes the rights and welfare of ICC/IP

This will be achievedthrough...

National and Local Leadership, Partnership and Empowerment

IPs’ Education Centers and Knowledge and Information Management System (KIMS)

Capacity Building and Formation

Creation of culture sensitive learning approaches, processes and Environment

With a keyfocus on...

• Approval and Implementation of IPs’ Education Policy Framework

• Formulation of National IPs’ Education System

• Organization of Local IPs’ Education Council

• Creation of a Consultative Body/Consortium

• Recognition/Accreditation of and support to IP community schools

• Allotment and deployment of IP teachers

• Recognition of IP knowledge holders/local teachers

• Linkage with various stakeholders & partners

• Creating mechanisms on sustainability

• Setting Up of Income Generating Projects

• Baseline data

• Profiling

• Cultural Mapping

• Ethno-graphic Research and documentation on IKSPs

• Publication and Information Dissemination

• Website development

• IKSP Hub Establishment

• IPs’ Education Centers Establishment in Luzon, Visayas and Mindanao

• Awareness Building and IP Culture Sensitivity Workshop

• In-Service and Retooling of Teachers

• Teaching-Learning Strategies

• Cultural Process Research

• Development of Instructional Materials

• Professional Training

• Volunteer Teaching Opportunities

• Immersion Program

• Study Tour

• Cultural Exchange and Dialogue with ICC/IP Communities

• Reviewing of the DepEd Existing Programs both in the Formal and Alternative Learning Systems

• Curriculum Review and Development

• Review/Develop books and other learning materials

• Community Schools support & development

• School Management

• Production of Books and learning materials

• Review/Develop indigenous culture sensitive materials

Measuring Efficiencyand Impact by...

Improved outcome in: Policy Implementation, Teacher’s knowledge, Skills and attitude on IPs Culture Rights, School Management and Systems and Policies, Leadership Community Participation, Public awareness on IP rights and culture

ProPosED sTraTEgIc DIrEcTIon on InDIgEnous EDucaTIonfor THE DEParTMEnT of EDucaTIon

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for the Department of EducationProposed Strategic Direction on Indigenous Peoples’ Education

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Background

Despite the passage of the Indigenous Peoples’ Rights Act (IPRA) in 1997, the Indigenous Peoples are still considered as among the poorest and most vulnerable sectors in the country today. The table below shows that the regions with significant IP population have higher poverty incidence.

11.1. State of Indigenous Peoples’ Education

Table 1: Regional Poverty Incidence and IP Population

Region Population (2007 census)

Poverty incidence

(2006 Census)

Regional Poverty Rank

IP Population

(NCIP estimate)

% to Population

NCRNational Capital Region 11,553,427 7.10 17 730,054 6.32

CARC o r d i l l e r a Administrative Region

1,520,743 28.80 12 1,470,977 96.73

Region IIlocos Region 4,545,906 28.20 13 1,206,798 26.55

Region IICagayan Valley 3,051,487 20.60 14 1,030,179 33.76

Region IIICentral Luzon 9,720,982 18.80 15 236,487 2.43

Region IV –ACALABARZON 11,743,110 18.70 16 Merged to

Region IV-B

Region IV-BMIMAROPA (Mindoro, Marinduque and Palawan)

2,559,791 43.70 3 936,745 6.55

Region VBicol Region 5,109,798 41.80 4 213,311 4.17

Region VIWestern Visayas 6,843,643 31.10 9 168,145 2.46

Region VIICentral Visayas 6,398,628 30.30 10 35,767 0.56

Region VIIIEastern Visayas 3,912,936 40.70 5 Not

indicated -

Region IXZamboanga Peninsula 3,230,094 40.20 6 1,203,598 37.26

Region XNorthern Mindanao 3,952,437 38.10 7 1,802,266 45.60

Region XIDavao Region 4,156,653 30.00 11 2,289,268 55.07


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1.1. State of Indigenous Peoples’ Education

Source: 2ND draft Master Plan (IPMAP) of NCIP as of June 2009

Region Population (2007 census)

Poverty incidence

(2006 Census)

Regional Poverty Rank

IP Population

(NCIP estimate)

% to Population

Region XIISocsargen 3,892,081 33.80 8 1,856,300 47.69

Region XIII (CARAGA) 2,293,480 45.60 2 1,004,750 43.81

ARMMAutonomous Region of Muslim Mindanao

4,120,795 55.30 1 730,054 17.72

TOTAL 88,605,991 14,184,645 16.00

In most cases, the IPs have been pushed to the hinterlands since the arrival of the colonizers and later of migrants from the islands of Luzon and the Visayas to Mindanao. Isolated by distance and the lack of transportation and communication, IP communities in far-flung villages continue to be deprived of the basic necessities for survival, and bypassed by development.

One of the crucial services that the IPs are deprived of is education. Although there is no available disaggregated data on IPs’ Education in the country, government reports indicate that regions with considerable IP population have relatively low participation and survival rates in education.

Table 2: Literacy, School Participation and Cohort Survival

Area% of IP

Population

Literacy Rate 2003Participation Rate

2003 – 2004Cohort Survival Rate

2002 – 2003)

Basic Functional Elementary Secondary Elementary Secondary

Philippines 16.0 93.4 84.1 80.3 45.7 69.5 63.9

Mindanao 86.8 76.2 81.1 39.7 60.2 61.7

Region IXZamboanga Peninsula

37.2 88.9 74.8 82.7 42.1 61.1 62.3

Region XN o r t h e r n Mindanao

45.6 91.8 83.7 82.5 42.1 61.1 62.3

Region XID a v a o Region

55.0 90.3 77.8 79.4 43.8 69.6 56.9

Region XIISocsargen 47.6 87.3 77.1 76.9 43.5 53.3 61.9

C A R A G A Region 43.8 92.1 81 76.1 41.9 62.3 65.5

ARMMAutonomous Region in Mindanao

17.7 70.2 62.9 89.1 26.7 47.5 66.6


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According to a World Bank Report1, few IP children in Mindanao are able to access education through public elementary schools situated either in mixed communities where the IPs are a minority or in hard to reach, poor and conflict-affected areas. As such these schools are really in need of improvement in facilities, safe water supply, equipment, books and teachers with competencies and dedication to go and stay in these difficult and risky areas.

At the same time, the public school system is also seen as insensitive, if not hostile, to Muslim and Indigenous Peoples. More often than not, it alienates the IP learners from their cultures and traditions, faith, values and life systems.2 The school has become a venue for IP children’s discrimination by teachers, fellow students and other people around them because of their language, the way they dress, different outlooks and their generally slower capacity to adjust to the new system of communication and pattern of thinking. Often times they are labeled as slow learners and treated as inferior to other groups.

Furthermore, school activities in several IP villages are often disrupted by the intermittent clashes between government and rebel forces. Schools and their surrounding areas are usually converted into camps and resting place by the military or rebels during their operations. They also serve as evacuation centers for families displaced by heavy fighting and caught by the crossfire for a prolonged period.

Because of the above conditions, a high drop-out rates and low completion rate remain a significant problem among IP children who could manage to go to school. And worst of all, many of them are continually abandoning their IP culture and traditions to avoid discrimination.

Meanwhile, many parents and youth, who have not gone to school or have not continued their schooling, do not have the resources

1 Joint Needs Assessment for Reconstruction and Development of Conflict-Affected Areas in Mindanao, Human Development Report, Vol. II (The Report was produced jointly by the Government of the Philippines, International Funding Agencies, and Mindanao Stakeholders, 2005)

2 Indigenous Peoples’ Education: “From Alienation to Rootedness,” Consolidated Report by the Episcopal Commission on Indigenous Peoples


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– knowledge and skills, infrastructure, appropriate technology – to effectively confront the new forms of challenges facing them. A few, who have gone to or graduated from high school or college, usually leave their communities to look for greener pasture in the metropolis, and more often than not, are dissociated from the concerns of their tribe. Many, who are left in their homeland, are still lost and overwhelmed by the rapid changes in their social and natural environment in order to survive and become a part of the continuing process of development. Their low literacy skills and inadequate access to information are being exploited by interest groups, who come and lure their leaders to accept extractive development activities that in the long term will destroy their land, natural resources, and consequently, their way of life.

Recognizing the sad state of IPs’ Education in Mindanao, the Department of Education (DepEd) and Australian government piloted an enhanced and indigenized basic education program for the public elementary and secondary schools in Region XI through the Basic Education Assistance for Mindanao (BEAM)-Institute on IPs’ Education (IIPE) Project in 2005. The project crafted an indigenized curriculum with the assistance of tribal elders and community leaders in the IP communities involved. Since the implementation of the indigenized curriculum, the number of enrollment in the region has been dramatically increased from less than one thousand in the school year (SY) 2005-2006 to SY 2008-2009 to more than five thousand in the SY 2009 – 2010. Despite this achievement, the initiatives of BEAM-IIPE have not been up-scaled to cover the other regions in Mindanao and in the country due to lack of policy support and resources.

At the national level, in 2009, a Technical Working Group (TWG) was formed by the DepEd to work on a National Policy Framework on IPs’ Education as basis for a more systematic effort to promote an appropriate and quality education system for the Indigenous Peoples of the Philippines and to contribute to the “Education for All” Millennium Development Goal (EFA-MDG). A draft national policy framework has been formulated and validated in both regional and national levels, which has been signed and approved by Sec. Luistro last August 2011.


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This policy document is envisioned to be an instrument for promoting shared accountability, continuous dialogue, engagements and partnership among the Government, IP communities, Civil Society and other stakeholders. Upon adoption, this policy shall be the basis in developing standards, policies and programs on IPs’ Education. This was done through a consultative and participatory process with a series of workshops two regional consultations in Luzon and Mindanao, and a national validation workshop attended by representatives from IP communities, civil society partners. This process ensures that IP communities can claim ownership of this framework.

POLICY FRAMEWORK• It shall be the policy of the Department to maintain an education

system that will recognize, protect, and promote the rights and welfare of ICC/IP.

• IPs’ education interventions are to be developed and implemented in consultation and cooperation with the IP concerned

• This framework seeks to address and incorporate their special needs, histories, identities, languages, knowledge, and other aspects of their culture, as well as their social, economic, and cultural priorities and aspirations

Towards this end, the Department shall be guided by seven policy statements: POLICY STATEMENT1. Ensure the provision of universal and equitable access of all IP to

quality and relevant basic education services towards functional literacy for all

Activities:• providing culture-responsive basic education services

through both the formal school system and alternative learning system

1.2. Indigenous Peoples’ Education Policy Framework of the Department of Education*

Crafted by Basic Education Sector Reform Agenda (BESRA)-TWG on IPs’ Education 2011


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• using basic education service contracting and other public-private partnership (PPP) schemes

• expanding both supply- and demand-side interventions and diversified as needed

• gathering in an appropriate and timely manner relevant data needed from schools, learning centers, and education programs/projects for the effective planning & implementation of IPs’ Education

2. Adopt appropriate basic education pedagogy, content, and assessment through the integration of Indigenous Knowledge Systems and Practices (IKSP) in all learning areas and processes

Activities:• giving due recognition to and promote the sustainability of

indigenous learning systems• prioritizing the further development and implementation of

the following in schools, learning centers, and other learning services with enrolled IP learners: a) mother tongue-based multilingual education (MTB-MLE);b) culture-responsive education for sustainable development

and c) alternative modes of instructional delivery and assessment

schemes to address the peculiar needs of IP learners

3. Provide adequate and culturally-appropriate learning resources and environment to IP learners

Activities:• ensuring the proper selection and development of textbooks

and other supplementary learning materials provided to IP learners

• putting in place a policy that would promote the establishment and maintenance of culture-responsive educational infrastructures, learning environment and spaces

• encouraging and supporting documentation and research activities by IP on their own history, knowledge, practices, and other aspects of cultural heritage

• upholding and advocating the protection of the intellectual property rights of IP in pursuing this policy


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4. Strengthen the hiring, deployment, and continuous development of teachers and learning facilitators in the implementation of its IPs’ Education Program

Activities:• reviewing, harmonizing, and aligning its teacher education

and development policies – consistent with the National Competency-Based Teacher Standards (NCBTS), MTB-MLE Policy, “Localization Law” (Republic Act No. 8190), and other relevant laws and issuances

– to support affirmative action responding to the learning needs of IP learners

• pursuing as needed a support program for the training and provision of incentives for teachers assigned in IP communities, especially in isolated and hard-to-reach areas

• encouraging and mobilizing support for members of IP communities, who may wish to enter the teaching profession, to help them complete the necessary academic preparation and satisfy professional licensure requirements encouraging and supporting participation of community members, especially elders and community knowledge specialists, in the learning process

5. Establish and strengthen appropriate multi-level units within DepEd responsible for planning, implementing, and monitoring IPs’ Education interventions

Activities:• strengthening the capacity of its teaching and non-teaching

staff across levels to effectively and efficiently manage its IPs’ Education Program

• ensuring that adequate financial support – sourced from various sources, such as the agency’s regular annual budget, the LGU’ Special Education Fund (SEF), and education projects – are readily available to implementing units/entities to ensure smooth implementation and sustainability of education services

6. Expand and strengthen institutional and civil society linkages to ensure proper coordination, knowledge-sharing, and sustainability of the IPs’ Education Program


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Activities:• maximizing collaboration with NCIP, Indigenous Peoples’

Organizations (IPO), civil society organizations (CSO), and other public and private institutions, as the mechanism to coordinate, formulate policies, undertake social mobilization and advocacy, mobilize resources, and monitor and evaluate IPs’ Education interventions and initiatives

• organizing consultations and dialogues as needed

7. Implement stronger affirmative action to eradicate all forms of discrimination against IP in the entire Philippine educational system

Activities:• nurturing, among all learners and DepEd teaching and non-

teaching personnel, respect for human rights and cultural diversity

• ensuring that textbooks, supplementary learning materials, and other learning resources are free from discriminatory content and erroneous accounts, descriptions, and visual depictions,, part of the Philippine nation’s cultural heritage and history – these shall be

• appropriately integrating IP culture and history into the learning content of mainstream schools and learning programs

• actively promoting compliance with this policy among private schools and other private institutions of learning

• DepED Order No.101, s.2010 (“The Alternative Learning System (ALS) Curriculum for Indigenous Peoples (IP) Education”)

• DepEd Order No.42, s.2004 (“Permit to Operate Primary Schools for Indigenous Peoples and Cultural Communities”)

• DepEd Memo No. 346, s.2010 (“Indigenous Peoples Month 2010”)

1.3. DepEd’s Response


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• DepED Memo No. 437, s.2007 (“Indigenous Peoples’ Week Celebration”

• DepEd Memo No. 283, s.2005 (“2005 Indigenous Peoples Month Celebration”)

• DepEd Memo No. 300, s.2003 (“First Annual Search for Outstanding Indigenous People Leadership (S.O.I.L. Awards”)


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Proposed Strategic Directions2

2.1. National and Local Leadership, Partnership and Empowerment

2.1.1. Formulation of the Implementing Rules & Regulations (IRR) to implement the IPs’ Education Policy Framework

2.1.3. Creation of IPs’ Education Task Force/Consortium

It acts as a support system to the Secretary and the Department on matters related to the promotion and implementation of IPs’ Education Programs. It will also serve as a venue for discussion and direction setting on IPs’ Education and advocacy.

• National• Regional Cluster• Local Community

Composition of the National IPs’ Ed Task Force/Consortium: - DepEd Secretary (1)- DepEd USec (1)- DepEd ASec (1)- DepEd Point Person on IPs’ Education (1)- DeEd PRIME Representatives (2)- NCIP Chairperson (1)- NCIP Head on Education (1)- Civil Society Representatives (3)

TOTAL Number of Members: 11

The composition for the regional clusters and local communities would depend on the nature and reality of the area.

The IP Desk shall prepare and submit the proposed IRR for approval of the DepEd Secretary.

2.1.2. Formulation of National IPs’ Education System

The IP Desk shall submit a draft of National IPs’ Education System fro approval of the DepEd Secretary.


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2.1.4. Organization of Local IPs’ Education Council

To ensure effective governance and management of community learning system. The council members will be included in the formation activities of their local educators as part of their preparation to eventually assume full responsibility in the operation and management of the community schools and other educational services in the community. It will be helpful if the council will be composed of key stakeholders in IPs’ Education, including representatives of elders, teachers, students/youth, and local government among others. Hopefully, the local councils will likewise be represented in the Municipal Education Committee so that they can advocate and mainstream the IPs’ Education agenda in the local governance processes. It is recommended that the DepEd Secretary write to the DILG Secretary regarding this proposal.

iPs’ educational Systems developmentEach local IPs’ Education Council shall prepare simple manual for the establishment and management of IP learning systems. This manual will serve as guide for planning, implementation, monitoring and evaluation of IPs’ education programs.

2.1.7. Recognition of IP knowledge holders/local teachers

Traditional leaders and knowledge bearers in the IP communities could serve as resource persons in teaching indigenous knowledge systems and practices (IKSPs).

2.1.5. Recognition and support of IP community schools

The existing community schools shall be recognized by the DepEd based on the approved policy framework.

2.1.6. Prioritizing and Hiring of IP teachers

IPs’ Education Graduates must be given priority to teach/ to serve the IP communities. The Department of Education should hire and appoint IPs’ Education Graduates to teaching items/position for IP teachers.


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2.1.8. Creating mechanisms on sustainability

Sustainability is also a key concern of this Program. That is why among the strategies recommended is the capacity building of IP’s themselves to become effective educators and education managers of their communities since it is foreseen that they will eventually assume the responsibility of running their own community schools and service programs.

Included in this scheme is the development of local social enterprises that can generate funds for the community education programs. Another scheme is the commitment and partnership among the Department of Education, the Local Government Units and civil society organizations to mainstream IPs’ Education in their policies, plans and programs, so that at the end of the PRIME Program, continuing technical and financial support for IP teachers and students will be provided even without external assistance from PRIME and other agencies.

Leadership and Project management Skills TrainingThe sustainability of culture based education lies not only in the continuity of the schools but also on the strength of community’s value for education and its way of life. For this reason, training activities will be designed to enhance the capacities of Local IPs’ Education committees/councils to lead and mobilize their communities in supporting school and community activities which uphold the IP culture and way of life.

In addition, IP leaders and educators will also be equipped with skills to set up and manage income generating projects that will provide resources for the continued operations of the school and other educational activities in the community. They will be exposed to other communities and schools that have started their own sustainability projects, so that they can learn lessons from actual experiences.

Setting Up of income Generating Projects DA, DTI and other institutions will be tapped by the DepEd to support the setting-up of sustainability projects.


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2.1.9. Linkage Building

IPs’ Education committees will be assisted to link and forge partnership with various stakeholders for continuing support of their educational programs. The LGU will also be requested to partner by providing counterpart resources for the school site development, school building construction, and subsidy for teacher’s allowances.

2.2. IPs’ Education and Knowledge and Information Management System (KIMS)

2.2.1. Baseline Study and Data Banking (to be conducted by the IP Desk)

2.2.2. Profiling (to be prepared by the IP Desk)

A Knowledge and Information Management System (KIMS) on IPs’ Education will also be designed and pilot-tested to be able to establish basic information on IPs’ Educational status and IPs’ Educational services in IP communities, as well as, to track the progress of government and private educational institutions in addressing educational needs of the IPs. Basic information on IPs’ Educational status will include enrollment, participation and cohort survival rate of formal alternative, and non-formal education programs. As of now, there is inadequate data on IPs’ Education which can be used for planning and curriculum enhancement.

2.2.3. Cultural Mapping

2.2.4. Ethno-graphic Research and Documentation on IKSPs (to be prepared by the IP Desk)

Among the first steps to increase awareness and appreciation of the IP culture is to initiate an IKSP documentation process, and participatory IKSP mapping process. IP communities shall identify the key aspects of their culture that they wish to pass on or teach to their children and youth. The process involves not only an inventory or recording of cultural beliefs and practices but also an analysis and reflection of their relevance to the current reality and vision of the communities.


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2.2.5. Publication and Information Dissemination (to be done by the IP Desk)

2.2.6. Website development (to be prepared by the IP Desk)

The Bagabag and Bukidnon facilities vacated by Summer Institute of Linguistics (SIL) could be potential sites in developing programs similar to that of the PAMULAAN Center for Indigenous Peoples’ Education in Davao City. Both facilities of SIL can be transformed into a more dynamic and productive entity by engaging into various projects/programs that will enhance IPs Knowledge for the advancement of IPs’ Education program. A National Training Center for indigenous Education may be established where teacher training could be held and a repository of IKSP from various groups.

However, this will only be possible if there are organizations willing to support the program both in financial and technical aspect.

2.2.8. IPs’ Education Centers Establishment in Luzon and Mindanao

2.2.7. IKSP Hub Establishment

To ensure the appropriate management and utilization of the IKSP based learning materials an IKSP Hub will be establised. The IKSP Hub is a critical component to document, store, publish, and disseminate indigenous knowledge systems, culture based learning materials, and case experiences on IPs’ Education programs and practices. A major component of the Hub is the development of automated database and web based networking system. The system will be linked with the computers of local partners and other support groups, so that they can easily access resource materials from the Center or in return disseminate their knowledge products and news articles by posting them on-line.

At the local level, support will be provided in the setting up of IKSP corners at the community schools, which will serve as a sort of mini-library and museum in the communities. At the same time, the Living Heritage concept of Pamulaan Center may be replicated at the municipal level through the establishment of Municipal IKSP Resource Centers in cooperation with various stakeholders.


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PARTICULAR FACILITIES

POTENTIALS/RECOMMENDATION CHALLENGES

1. New Dormitories - could be utilized as Lodging houses for participants of training programs to be organized by either DepEd and other agencies/institutions (government agencies, private companies, NGOs, etc.)

- It needs refurbishing and furnishing of basic equipment and facilities.

Basic questions needed to be addressed:- Who will manage the facilities? - Is it a viable business venture? - Who will be the potential clients aside from the DepEd?

2. Old Residences - old and existing residences can be utilized as boarding houses for future faculty, personnel and staff of the proposed IPs’ Education Center.

- Most of these facilities are fast deteriorating

- it is quite expensive to maintain such facilities in the long term

3. Library - it could be utilized for the proposed IKSP hub and KIMS center

- It needs renovation and repainting

4. Conference Halls - 2 of the conference halls are still intact - it can accommodate around 50-60 people

- it is fast deteriorating

- it has low ceiling - it needs airconditioning

5. Airplanes - it is best to be offered for sale/ or turn-over to DOTC

- too costly for DepEd to maintain

- old model

6. Classrooms - It could be used for the professional training program of teachers and para- teachers

- the rooms are too small- it needs remodeling

7. Vacant Land - It may not be too wise for DepEd to solely manage the whole area

- It could be utilized for Agricultural projects or even in putting-up an Agricultural school

- DA or TESDSA or possible partners can be tapped for a convergence /partnership program

- how to make the land more productive?

- how to improve the water supply?

PRIME-DepEd can be the lead organization in conceptualizing and implementing a short and long-term program for the facility. At the initial stage, DepEd can explore the possibility of tapping PRIME-Fund for the refurbishing and purchasing of basic equipments in the library, conference rooms and dormitories.

Evaluation of forms SIL Facilities/Properties


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2.3. Capacity Building and Formation

To address the inadequate capacity of local educators on IPs’ Education, a training program entitled Local Educators Advancement Program (LEAP) will be organized by DepEd in partnership with other organizations.

This program will provide on-going formation on the IPs’ Education and management systems to facilitators, teachers, para-teachers, school administrators, elders, IPO leaders, and IPs’ Education council members. They will be trained on culture mapping, culture-based curriculum designing, indigenous learning materials development, culture based project management systems, and cultural impact assessment among others.

2.3.1. Awareness Building and IP Culture Sensitivity Workshop

There are two (2) areas of awareness that must be addressed to ensure greater success of the indigenous peoples’ education program: 1) awareness within the institution of DepEd and 2) the indigenous communities. Suggested Modules on IP Sensitivity Program for DepEd teachers:a. The Indigenous Peopleb. History and Culturec. Legal Backgroundd. The IPs Dreams and Aspiratione. The IPs Role in Nation Building

Community Awareness is also very crucial in implementing IPs’ Education. The community must be made aware of their responsibility both in the implementation and sustainability of IPs’ Education program to be implemented. The elder knowledge holders/elders can be tapped for this endeavor.

All aspects of planning and activity must engage the stakeholders communities to ensure relevance, integrated support and linkages that can improve the effectiveness of outcomes.


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One of the action agenda is to adopt IP culture-based content and learning models which require teachers to be culture sensitive as well as to hire and continuously train/guide regular and para-teachers from the ICCSS. To complement, IP graduates are enjoined to go back and serve their own communities while the IP communities should be strengthened to advocate for their rights to education and other basic services, to control and manage their ancestral domains.

2.3.2. In-Service and Retooling of Teachers

A series of training/workshops will be conducted for public school teachers teaching in schools with IP population.

They can even be involved in developing programs that are applicable in the areas where they are teaching.

This can also be conducted in clusters of schools in specific regions.

A trainors-training workshop can be formed to develop the modules to be included.

2.3.6. Professional Training

It will be a professional training program for teachers and para-teachers coming from the IP communities. They will undergo an intensive and ladderized professional training program from 2-4 years. This could be implemented in partnership with a state college/university to ensure sustainability of the program.

2.3.3. Teaching-Learning Strategies

2.3.4. Cultural Process Research

2.3.5. Development of Instructional Materials

2.3.7. Volunteer Teaching Opportunities

2.3.8. Immersion Program

2.3.9. Study Tour

2.3.10. Cultural Exchange and Dialogue ICC/IP Communities


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2.4. Creation of culture sensitive learning approaches, processes and environment

2.4.1. Review of the DepEd Existing Programs both in the Formal and Alternative Learning Systems

DepEd must be able to institutionalize the integration of the indigenous knowledge systems and practices with the prescribed learning competencies needed for the IPs holistic development. On the other hand, the department must be exercise flexibility over the requirements to recognize and issue permits for an IP community schools as these have unique circumstances. The following are highly recommended for review to make the IPs’ Education program of DepEd truly meaningful and responsive to the needs and culture of the people:a. Policies and Guidelines b. Curriculumc. Books and other learning materials

We would review all books particularly textbooks that exploits the IPs/ICCs. Such discriminatory opinions, stories and remarks further aggravates the vulnerability of the IPs/ICCs. There is a need to identify all books, journals or documents that violate the cultural integrity of the IPs/ICCs.

2.4.3. Learning Materials Development and Community Schools

The pioneering effort in indigenizing curricula and learning materials, establishing IP centers for advocating authentic traditional cultural expressions and community-outreach classes, are laudable and should be replicated in other areas where IPs/ICCS has lost much of their valuable indigenous knowledge systems and practices (IKSPs). Helping the IPs revitalize their IKSPs would further bring back the honor and dignity as distinct communities who greatly contributed to the wealth and national development of our country.

2.4.2. Curriculum Review and Development


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Guided by the result of IKSP mapping process, the local curriculum and learning materials will be developed and enhanced for the use of community schools and alternative learning systems.

2.4.4. Community Schools Support and Development

2.4.5. Develop Capacity of School Management

2.4.6. Production of Books and Learning Materials

2.4.7. Review/Develop Indigenous Culture Sensitive Materials

2.5. Monitoring and Evaluation

A monitoring and evaluation system will be set-up to track the progress of the educational program for the IPs. The system will be designed to allow participation of Dep-Ed, civil society organizations and IP communities. It will employ participatory and culturally sensitive methods such as joint performance appraisal visits as well as assessment and reflection workshops among the students, teachers, community leaders, and civil society organizations. An Impact Assessment to be conducted by an external researcher in collaboration with the stakeholders will be done at the end of Program life to draw out lessons learned on designing, implementing, monitoring and evaluating educational program appropriate for the IP culture, vision and current realities.

Measuring Efficiency and ImpactImproved outcome in:• Policy implementation, school leadership, management and

systems• Teachers knowledge, skills and attitude towards IPs and in

advancing their rights • Public awareness on the sacredness and beauty of the IP life

and culture


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Annexes33.1. List of Institutions with Existing Programs on IPs’ Education

3.2. Sample of IPs’ Education System Framework


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3.1. List of Institutions with Existing Programs on IPs’ Education

LUZON

Assisi Development Foundation, Inc.Ortigas Center, Pasig city

Cartwheel Foundation, Inc.Shaw Boulevard, Mandaluyong

CBCP’s Episcopal Commission on IP (ECIP)Intramuros, Manila

Holy Spirit Aeta MissionTarlac City

Ifugao State University (IfSU)Lamut, Ifugao

ILAWAN Volunteer and Leadership CenterOrtigas Center, Pasig City

Inter-Peoples Exchange (IPEX)Teacher’s Village, Quezon City

Kabalikat ssa Kaunlaran ng mga Ayta (KAKAI)Capas, Tarlac

Kalahan Educational Foundation (KEF) Nueva Vizcaya

Katutubong Samahan sa Pilipinas (KASAPI)Quezon City

Mt. Province State Polytechnic CollegeTadian, Mt. Province

OND HESED Foundation, Inc.Our Lady of Peace Mission Inc. Sitio Gala Resettlement Center, Olongapo, Zambales

Oxfam International Manila

Philippine Association for Inter-Cultural DevelopmentQuezon City

St. Mary’s University Bayombong, Nueva Vizcaya

TUGDAAN Mangyan Center for Learning and DevelopmentNaujan, Oriental Mindoro

ISLAND GROUP

Balay Ta Kinatakwanan (Tagbanua School of Life) Tending Island, Calamianes Group of Islands in Northern PalawanBroad Initiatives for Negros Development (BIND) Negros Occidental

Catholic Social Services Center Diocese of Borongan Eastern Samar

Divine Child Academy Lawaan, Eastern Samar

Mangyan Heritage Center Calapan, Oriental Mindoro

Mangyan Mission Occidental Mindoro

Mangyan Mission Oriental Mindoro

Nagkakaisang Mga Tribu ng Palawan (NATRIPAL)Palawan

Samahang Nagkakaisang Mangyan Alangan (SANAMA) Oriental Mindoro

Saragpunta Federation of TagbanuasPalawan


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MINDANAO

Agtulawon Mintapod Higaonon Cumadon (AGMIHICU)Bukidnon

Alternative Forum for Research in Mindanao (AFFRIM)Davao City

Apu Pulamguwan Cultural Education Center Sitio Bendum, Malaybalay City, Bukidnon

Ateneo de Zamboanga Zamboanga City

Bukidnon State CollegeMalayabalay City, Bukidnon

BukidnonTribal Filipinos Foundation, Inc. Bukidnon

Coalition of Social Development Organizations of South Cotabato (CSDO-SC)South Cotabato

Consortium of Community Initiatives on Education for Peace and Development, Inc., Davao City

Divine Word Manobo Academy Foundation Bunawan, Agusan del Sur

Dumingag Local Government Unit Dumingag, Zamboanga del Sur

Episcopal Commission on IP Mindanao Kibanggay, Lantapan, Bukidnon

Father Vincent Cullen Tulugan Learning Development CenterMalaybalay City, Bukidnon

Fr. Leoni Mission FoundationCabanglasan, Bukidnon

Indigenous Peoples ApostolateMati, Davao Oriental

Indigenous Peoples ApostolateMarbel, North Cotabato

Kibangay, Lantapan, Bukidnon

MindanaWon Davao City

Municipality of Kiamba Saranggani Province

PAMULAAN Center for Indigenous Peoples’ EducationUniversity of Southeastern Philippines, Davao City

Partners for First Peoples Foundation, Inc.Davao City

Pyaggaguwan Tribal Learning CenterCaraga, Davao Oriental

Sagu-Ilaw School of Indigenous Knowledge and TraditionsBukidnon

St Francis XavierDavao City

St. Therese of Miarayon High School Miarayon, Bukidnon

Sta Cruz Mission, Mindanao State University General Santos City

Surigao Del Sur State University (formerly Surigao Del Sur Polytechnic State College)Surigao del Sur

Society of the Divine Word Agusan Del Sur

University of Southern Mindanao Kabacan, North Cotabato

Xavier University Literacy Program, Ateneo de CagayanCagayan de Oro


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3.2. Sample of IPs’ Education System Framework

More than ever, the IPs and their communities now see education as their last best hope in pursuing their dream for self determination and genuine development. Having accompanied and assisted a number of IP communities in Luzon and in Mindanao in establishing and sustaining their own schools for many years, ADF/Pamulaan has seen the emergence of a culture based educational approach.

This approach has evolved through the setting up of the Pamulaan System of Education. The term Pamulaan is a Lumad-Matigsalog term meaning seedbed. This term is used to stress the program’s commitment to root the development of the IP learners in the realities of life and culture. Thus, its educational philosophy is anchored on the so called 4C’s:

• Community Vision that articulates the dreams and aspirations of the IP’s towards self-determination, cultural integrity and sustainable development

• Current Realities and Challenges that capture the personal, social, and economic development needs of the IPs


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• Culture and Traditions that reflect the Indigenous Knowledge Systems and Practices of the IPs

• Competencies that include not only knowledge and skills required by the Department of Education but also the values and aptitude which reflect the culture, aspirations and capacity development of IP’s

With these core elements, IP’s learning process is seen as a holistic and lifelong endeavor. It is holistic because it touches the entire way of life of the IPs and involves not only the school, but the community as a whole. It is life-long because it is a continuing experience from birth to old age and is carried out not only in the classroom but also in the daily interaction in the community.

To ensure that the abovementioned elements are reflected in the curriculum, a 4C’s mapping is conducted in the community at the outset. The exercise involves the tribal elders and other sectors of the community/tribe, and other local partners. Its outputs are used as the basis in the setting up of a community learning system. This system includes the following aspects: foundational philosophy, programs and activities, management policies and guidelines, local educators’ formation, financial management and sustainability mechanisms, advocacy networking, monitoring and evaluation mechanisms. Beyond the school system is the empowerment of the community as the main resource in the management of the school system and to promote their rights for cultural integrity, land and ancestral domain, self governance and self determination.

To date, Pamulaan education system is being adopted by a network of 80 IP Community Schools in Luzon and in Mindanao that are assisted by the ADF. • 54 Early Childhood Education Programs • 13 Primary/Elementary Education Programs• 1 High School Education Program• 1 College Educational Program• 11 Adult Education Programs

Some of these schools are now effectively managed by the IPs themselves. Having been prepared for sustainability, 35 of these


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schools will be turned over to the Department of Education and/or to local partners in June 2011.

The tertiary education program of the Pamulaan Center for Indigenous Peoples’ Education is a pioneering effort in mainstreaming culture based education at the college level. The Center is now supporting 90 college students taking up courses on Peace Building, Anthropology, Agriculture and Elementary Education. It also hosts and facilitates training for local educators and IP leaders on various aspects of the IP way of life and learning systems. Because of its leadership in culture and peace sensitive education, the Center is recognized by UNESCO as one of five best innovative educational institutions in Asia.

In several communities, ADF has supported the establishment of a modest heritage center as repository of the tribe’s symbols, tools, artifacts, attire, musical instruments and other products. The celebration of annual community festival has also been encouraged since they are significant events where IP culture and traditions are passed on to younger generations. To further strengthen and widen this experience among the youth, ADF has been organizing for four years now a nationwide IP Youth Peace Congress dubbed as “KALINDOGAN’ in October, the month dedicated to the Indigenous Peoples and communities in the Philippines. Since 2006, Kalindogan was able to gather around 250 – 500 IP youth coming from more than thirty (30) IP tribes in the Philippines.

As a concrete practicum for project management and as part of the sustainability mechanism for the schools, Sustainable Agriculture Learning Farms have been established in the communities where the schools are located. In Mahayag, Bukidnon, for instance, a three hectare farm was set up using diversified farming technologies like land contouring, vegetable and herbal gardening, vermin-culture, organic fertilizer processing, root crop propagation, upland rice propagation, mini nursery, hardwood and fruit tree planting, abaca and bamboo propagation, livestock raising, and fish pond. Built on this, are small-scale livelihood projects that are also indigenous to the tribe like abaca and mat weaving, rattan handicraft, beads making and herbal processing.


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Last June 8-9, 2010 an evaluation workshop was conducted with 34 local partners from the different areas of IPs’ Education Program in Mindanao. During the workshop, the participants highlighted the following changes experienced by the children, the parents and community as a result of their participation to the program:

• Increased pride in one’s identity and culture as manifested by awareness about their tribe’s history, ability to speak the mother tongue, and ability to present their traditional dance and songs;

• Increased ability to read, write, and perform simple mathematical computation;

• Deeper recognition of the value of education as indicated by active involvement of students, parents and community leaders in the school activities and in the parents-teachers association;

• Acquisition of knowledge and skills in traditional and contemporary technologies ranging from handicraft making, weaving, sustainable agriculture to bookkeeping and organizational development;

• Strengthened commitment and capacity to ancestral domain and natural resources as demonstrated by firm stand against the entry of environmentally destructive projects like mining, logging and others

• Enhanced confidence and responsibility to exercise rights, like voting without help from others and linking with the LGUs and other government agencies to access basic services.

The group also identified the following critical factors that were instrumental in the attainment of the above changes:

• Involvement of tribal elders and community leaders in the educational activities as well as in local school councils

Feedback and Evaluation of Sample Framework


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• Participatory process in resource mapping, planning, decision making, implementation and evaluation of the program to ensure culture sensitivity and community ownership

• Provision of community counterpart in construction of school building and in the acquisition of school site

• Presence of community development program that complements other needs of the students, parents, and communities

• Creation of working committees and parents-teachers association/IPOs that give direction and mandate in the operation and sustainability of the community educational programs

• Setting up of sustainability schemes, including learning farms and other livelihood activities, as well as forging partnership agreement with DepEd for eventually turn-over of school.

• Advocacy for community schools to become sanctuary or zones of peace so that school activities will not be disrupted during the operations of the government and rebel forces

proposed strategic directions on indigenous peoples’ education

Documents

proposed strategic

proposed strategic

civil society

ips educational

indigenous

alternative

indigenous

professional