Professional Documents
Culture Documents
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INDIGENOUS PEOPLE EDUCATION (IP)
INTRODUCTION:
The Indigenous People represent nearly 14% of the country’s population. They are
among the poorest and the most disadvantaged social group in the country. Illiteracy,
unemployment and incidence of poverty are much higher among them than the rest of the
population. IP settlements are remote, without access to basic services, and are
characterized by a high incidence of morbidity, mortality and malnutrition.
Indigenous People Education Program (2014)
This is an ALS program that addresses immediate needs, interest, and aspirations
of an Indigenous People (IP) through the implementation of a culturally-appropriate and
right-based ALS curriculum.
Indigenous People
A collective term used to refer to Filipinos who have been differentiated from the
rest of Philippine society based on the persistence until today of their cultural communities
and their cultural practices. Today, they are the descendants of cultural communities who,
in the previous centuries and decades, fought off or evaded the incursions of colonization
and other non-indigenous influences. Other terms used in the past were “native/netibo.”
More culturally-sensitive local terms used recently are “katutubo” and “lumad.”
Indigenous Cultural Community (ICC)
A collective term used for the various cultural communities in the Philippines who
ascribe themselves and/or are identified as Indigenous Peoples (IPs). Other terms used
in the past for these groups were: “cultural minorities,” “tribal communities,” and “tribal
Filipinos.” The term “Indigenous Cultural Community” and “Indigenous Peoples” are
considered to be more culturally- sensitive. Examples of ICCs would be: Kalinga, Agta,
Ibaloi, Ati, Subanen, Mandaya, Hanunuo, Batak, T’boli.
Background Laws
• 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”.
• 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 syste m (ALS)
which hopefully will yield more EFA benefits .
IP FOCUSED CURRICULUM FRAMEW ORK
LearningAreas:
† For Public Schools
Arabic Language - 60 min. daily
Islamic Values - 40 min. daily
† For Private Madrasah
Qur’an
Aqeeda and Fisqh
Seerah and Hadith
3. New Curriculum - DepEd Order No.51, s. 2004 Standard Curriculum for
Elementary Public Schools and Private Madaris
- The DepEd Order No.51, s.2004 was signed by the then Secretary of Education
Dr. Edilberto C. de Jesus on August 30, 2004, one day before the effectivity of his
resignation from the Cabinet.
Public Schools- English, Math, Science, Filipino, Makabayan, Add: Arabic
Language, Islamic Values.
Private Madaris- Qur'an, Aqeeda and Fiqh, Seerah and Fiqh, Arabic Language,
Add: RBEC subjects, English, Math, Science, Filipino, Makabayan.
4. Development of the Standard Curriculum for Madrasah Education
The design and development started in early CY 2002 at the initiative of DepEd
ARMM Regional Secretary, Dr. Mahid M . Mutilan
Began with the conduct of consultative conference on the design of the
curriculum for Madrasah Education.
Dr. Mutilan issued DepEd ARMM Order No. 1, s. 2002, creating the Project
Madrasah Education (PME) with the mandate to design/develop the Madrasah
Curriculum.
In August 2004, former DepEd secretary de Jesus authorized a conduct of
seminar/workshop on the preparation and unification of Madaris Curriculum.
The participants were representatives of different organizations that have
started to work on the design of the curriculum.
The final output of the workshop was the basis of DepEd Order No. 51, s. 2004,
prescribing the Standard Curriculum for Madrasah Education in the Philippines.
5. Development of Instructional Materials DepEd engaged the services of
SEAMEO INNOTECH, as service provider, to manage the development of the
instructional materials for the five learning areas, consisting of textbook, teacher’s guide,
and student skills book form grades 1 to 6.
Content writers were Filipino Muslim scholars who obtained university education
from Muslim countries in the Middle East.
The intent of employing Filipino Muslim content writers to develop instructional
materials was to encourage scholarships among Filipino Muslims.
There are about ten million Filipino Muslims, a large population comparable with
some of the Muslim countries around the world.
6. Training and Professionalization of Muslim Teachers (Asatidz)
Teachers in Arabic Language and Islamic Values (ALIVE) in the public schools,
and teachers in Islamic Studies for Private Madaris.
Teachers in Secular Subjects (RBEC) in Private Madaris.
Teacher Education Institutions (TEIs) in the Philippines do not produce yet the first
type. For the second type, there is no problem as the supply is available.
Three Levels of Training and Professional development for Muslim Teachers
are being designed and implemented:
Level I. Pre-service: a 23-day live-in seminar-workshop on Language
Enhancement and Pedagogy (LEaP).
Entry Qualification: Competence in Arabic Language and Islamic Studies
Training Modules consist of the following: Listening and Speaking English
Reading and Writing English Teaching Methods and Lesson Plan Preparation
Immersion to the Public School System.
Level 2. Professionalizing the Asatidz in the Public Schools through the
Accelerated Education Program
An intensive 12-month program for ALIVE teachers in public schools
Entry qualification: Completed the LEaP Training Program.
Mode of Delivery: Mixed-Mode schooling while in-service/teaching.
Level 3. Inclusion of Arabic Language and Islamic Studies as two additional major
specializations in the BSE curriculum
A steady and reliable source of professionally trained teachers with
specialization in Arabic Language and Islamic Studies shall be ensured.
A curriculum for these two additional specializations shall be designed and
developed for approval of CHED
REFERENCES:
http:// madrasaheducation.com-110307171452-phpapp02
http:// Indigenouspeopleseducationcurriculum.com-131119082502-phpapp01
http:// slideshare.net