Indigenous peoples education curriculum of the Philippines

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Bureau of Alternative Learning System (BALS) Indigenous Peoples Education Curriculum (IP Education)

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Transcript of Indigenous peoples education curriculum of the Philippines

Page 1: Indigenous peoples education curriculum of the Philippines

Bureau of Alternative LearningSystem (BALS)

IndigenousPeoples Education Curriculum

(IP Education)

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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.

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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

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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

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Use resources sustainably and be productive

• earn a living

• do productive work

• use appropriate technology

• practice sustainable use of resources

ALS Curriculum

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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

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ALS Curriculum

Expand one’s world view

• Contribute to peace and solidarity

• Resolve conflicts nonviolently

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RATIONALE

Indigenous Peoples Education Program (2004)

- An ALS Program that addresses theimmediate needs, interests,

Peoplesand

(IP)aspirations

of the Indigenous through theimplementation of a culturally-appropriateand rights-based ALS curriculum

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Background

· Article II, Section 22 of the 1987 Philippine Constitution, reiterated in Section 2, Chapter 1 of the Republic Act of 8371otherwise known as “The Indigenous Peoples Rights Act

and the

(IPRA) of 1997”, declares that the state recognizespromotes the right to the ICCs within the framework of national unity and development.

· Section 30 of the IPRA Law, Chapter VI, under CulturalIntegrity, has a provision on Educational Systems whichindicates 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”.

·

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- 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.

Background

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IP-Focused

Curriculum

Framework

DEVELOP-

MENT

EMPOWER-

MENT

PROTECTION

Rights

Self-Governance Ancestral Domain

Cultural Integrity

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Rights— Based Approach to Education

• Socialjustice Cultural integritySelf-GovernanceHumanrights

Ancestral Domain

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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.

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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 One - Communication Skills

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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 Two – Problem Solving and Critical Thinking.

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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 Three – Development of Self

and a Sense of Community.

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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 Four – Practice of Ecological Sustainable Economics.

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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.

Learning Strand Five - Expanding One’s

World View

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Civic

Consciousness

EnvironmentFamil

yLife

Economics

and Income

Health, Sanitation

and Nutrition

IP Core Curriculum

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• FAMILY LIFE

• Nature of theFamily

•••

Family

Family Family Family

Size

Life Cycle Structure Needs and

Resources

Marriage Practices Gender Concerns Children’s Rights

••

IP Core Curriculum

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HEALTH,

SANITATION

& NUTRITION

• Personal Hygiene andEnvironmentalSanitation

Common Diseases Safe Drinking Water Food and Nutrition TraditionalCures/Healing andHerbal Medicines

Maternal and Child Health Care and Services

•••

IP Core Curriculum

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CIVIC

CONSCIOUSNES

S

• IPs Worldview, Life

Ways and Identity

• IP History• Republic Act No.

8371 Indigenous

• People’s Rights Act

(IPRA)

IP Core Curriculum

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ECONOMIC

S AND

INCOME

• IP Community Economic System• IP Community Production• IP Community

Distribution/Exchange• IP Community

Consumption • Involvement of IP

Individuals in their Community

IP Core Curriculum

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ENVIRONMEN

T

• 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

IP Core Curriculum

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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 themother tongue

Production of Materials- no funds

translation to

Issues

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Implications

a. Teachersb. Principalsc. Studentsd. Parentse. Nations