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IPEd Writeups

The Indigenous Peoples Education (IPEd) program aims to promote culturally responsive education for indigenous communities in the Philippines. It works to develop curriculum, resources, and teacher training that are aligned with indigenous cultures and knowledge systems. The program is implemented nationwide and works closely with local indigenous communities to ensure education plans respect their cultural norms and practices. In Isabela City, the IPEd program collaborates with schools serving the Yakan, Sama Bangingi, and Badjao communities to develop contextualized learning materials that preserve indigenous identities and heritage.

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121 views2 pages

IPEd Writeups

The Indigenous Peoples Education (IPEd) program aims to promote culturally responsive education for indigenous communities in the Philippines. It works to develop curriculum, resources, and teacher training that are aligned with indigenous cultures and knowledge systems. The program is implemented nationwide and works closely with local indigenous communities to ensure education plans respect their cultural norms and practices. In Isabela City, the IPEd program collaborates with schools serving the Yakan, Sama Bangingi, and Badjao communities to develop contextualized learning materials that preserve indigenous identities and heritage.

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Rheinjohn Aucasa Sampang
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IPEd Program: Promoting Culture-Responsive Education

In what has been considered as a landmark program of the Department of


Education (DepEd), the Indigenous Peoples Education (IPEd) has made history by paving
the way for our IP brothers and sisters to realize their age-old struggle for recognition, at
least, in the area of basic education. Launched in 2013 through the passage of the
National Indigenous Peoples Education Policy Framework popularly known as DO 62,
the IPEd program has been gaining momentum as one of the flagship programs of
DepED that promotes inclusive education. As a strategic program for IP learners, it
endeavors to achieve the following: Make curriculum culturally responsive to their
community context, Build capacity of teachers, school heads, and other concerned
personnel in DepEd in implementing culture-based education, Support the development
of culturally appropriate learning resources and learning environment, Strengthen the
policy environment supportive to the program and, Address their learning needs by
maximizing access to basic education services.

IPEd is a nationwide program. As such, it receives regular allocation from


DepED-Central Office through the Project Support Fund (PSF) to finance its operation on
the ground. Central to its implementation mechanism is the active engagement of
different IP communities. IP leaders or culture bearers from time to time are being tapped
by the schools for consultation to ensure that plans, policies and programs conform to the
cultural norms, beliefs and practices of the concerned ICCs. And consistent with the
mandate of the K-12 program, IPEd allows teachers to interface Indigenous Knowledge
System and Practices (IKSP) as well the Indigenous Learning System (ILS) of IP with
that of DepEd’s learning competencies. This forms part of the big process known to the
program as contextualization and indigenization.

In Isabela City, there are three Indigenous Cultural Communities (ICCs) that the
Division IPEd Program is working closely through the schools that serve IP children.
These are the Yakan, Sama Bangingi and Badjao. At least, there are 6 elementary schools
serving IP learners were involved during the pilot implementation of the program in 2013
namely: Malamawi Central Elementary School, MS Bernardo Elementary School, and
Badjao Floating School for Badjao group. Meanwhile, for Sama Bangingi,Lukbuton
Elementary School and Spillway Elementary School for Yakan respectively. At present,
there are over 20 elementary schools in the division that are covered by IPEd as part of its
expansion program wherein one of which is an Integrated School.

Through the years, IPEd implementation at the local front has been a revelation.
Starting off with a relatively lukewarm mode in 2013 as a result of lack in clear directions
and support from different stakeholders, it begins to catch fire in 2015 when concrete
actions and results starting to emerge resulting from the series of trainings, conferences
and continuous dialogues with the ICCs in the locality. It was in the same year that
contextualization process took its more tangible form. Identified teachers of Kindergarten
and Grade-I from identified IP-serving schools across the three ICCs started the effort to
contextualize learning plans in a series of workshops conducted in the division level.
These learning plans were field tested in 2016 to IP learners in the identified IP serving
schools in the presence of regional officials like Mr. Lucman Manupac, Regional IPEd
Focal Person and Ms. Sonia Gonzales, then Regional LRMDS Coordinator. In the same
year, a breakthrough was achieved when an orthography for Badjao was finally
developed in a region-led workshop facilitated by the Summer Institute of Linguistics
(SIL). This is significant because it was the first of its kind for Badjao ICC. The
orthography is a requirement to develop the ICC’s educational framework under the IPEd
program. The Badjao orthography was field tested among IP learners at Tampalan ES and
Diki ES respectively.

Furthermore, the contextualized learning plans of the three ICCs were used by
schools with 80%-100% IP learners in 2017. All IPEd Education Frameworks of the three
ICCs were also validated with help of the IP elders. In the same year, teacher-writers
started the contextualization process for Grades 2 and 3. This is in preparation for the
full-blown implementation of indigenized lesson plan for Kindergarten, Grades 1-3 this
coming school year. Just recently, another milestone was scored. In an effort to provide
institutionalized support to the IPEd program on the ground as mandated by DepED
Order No. 51, s. 2017, a division Consultative Advisory Body (CAB) was formed. This
was composed of IP leaders from the three ICCs who actively worked with the program
for the last four years of its existence to ensure the sustainability of the program.

Indeed, the educational landscape has changed, hence, our basic education system
has to conform with it to stay relevant. While we remain steadfast to our organizational
goal of producing 21st century learners, let us not lose sight to the most essential aspect of
our present curriculum which is to enable our schoolchildren to stay rooted to their
culture as this defines their identity. For the many years that they were marginalized, the
time has come for our Indigenous Cultural Communities to claim their birthrights to
education that is responsive to their way of life which is realized through the IPEd
program.

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