Indigenouspeoplecurriculum Presentation Drhelenalmario 130801021259 Phpapp02

8/11/2019 Indigenouspeoplecurriculum Presentation Drhelenalmario 130801021259 Phpapp02

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Indigenous People


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The Department of Education

(DepEd) has initiated the development of

education curriculum that was designedto meet the learning needs of the

indigenous peoples (IPs) communities.


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Through DepEds Bureau of AlternativeLearning System (BALS), the Alternative

Learning System (ALS) Curriculum for

IPs was developed in response to theEducation For All (EFA) campaign to

provide the basic learning needs of all

marginalized learners.


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The IP Education Curriculum for the ALS

was developed in the year 2006 in

coordination with National Commission on

Indigenous Peoples (NCIP) and was validatedby various indigenous cultural communities

in the Philippines. The IP Curriculum is to be

implemented by trained ALS implementerswith IP learners.


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The learning competencies of the IP

Curriculum were drawn from the existingALS Curriculum for the basic literacy,

elementary and secondary levels. The

curriculum content, however, was basedon the Indigenous People Rights Act

(IPRA) or Republic Act (RA) NO. 8371.

The education goal of the IP

Curriculum is the attainment of the

functional literacy for the IPs.


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The IP Curriculum reflects the core

areas of the IPs Concerns such as the

following:

a. Family Life It touches on the life ofan IP as a member of the family frombirth to death.

b. Health, Sanitation and Nutrition Thisbrings into fore the IPs concept of self and theenvironment and how each interplays with theother.


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c. Civic ConsciousnessIt highlights the

rich worldview of the IPs ranging from

their life ways, identity and history.

d. Economics and Income

It presentsthe system of community management

of supply and demand among the IPs.

e. EnvironmentIt deals with the IPscommunion with nature. It stresses

their strong attachment to the environment.


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The core learning competencies are

reflected in the learning strands of theIP curriculum, namely:

a. Learning Strand One - Communication Skills.

This strand aims to develop the ability ofthe IP learners to access, critically processand effectively make use of availableinformation in a variety of media to be able

to: (a) function effectively as a member ofthe family, community, nation and theworld; and (b) actively participate incommunity and economic development.


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b. Learning Strand Two Problem Solvingand Critical Thinking.

This strand aims to enable the IPlearners to be aware of their ownthinking, make critical and informeddecisions, defend their ideas, evaluatethe ideas of others and strive for newways of solving problems, and do all

these in an atmosphere of communityand consensus-building.


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d. 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.


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c. Learning Strand Three Developmentof Self and a Sense of Community.

This strand aims to help the IP

learners acquire a positive sense of selfand a sense of community that will lead

to the development of their potentials

and enable them to live harmoniouslytogether and with others.


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e. Learning Strand Five - Expanding Ones

World View.

This strand aims to provide an

atmosphere for the IP learners toappreciate and practice freely their own

culture and at the same time to be

equipped with basic competencies to facethe challenges of a global community and

the influx of change.


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The IP Curriculum is supported bylearning resources that are written in

mother tongue. Presently, thirteen (13)

of the basic literacy level materials arewritten in eight (8) mother tongue and

are being used in selected Community

Learning Centers (CLC).


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Thank you

&GOD bless us all!!!

Indigenouspeoplecurriculum Presentation Drhelenalmario 130801021259 Phpapp02

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