.

Project Plan of Action

Expected Output Target Indicator/s for the List of Major Activities Time Frame
Result/s Year
Yr1 Yr2 Y3

Improved access to 3 preschools set-up and Consultation meetings with primary

Formal Education 225 IP children attended stakeholders (DepEd, LGUs, Tribal
preschool Council, NCIP and community
partners in general)
1 elementary School set-
up and 90 Subanen Program Orientaion
children attending
Establishment of Indigenous Learning
elementary school
Systems in 3 communities
Functional Literacy are
Establishment of Community-based
made available to 3 IP
functional literacy services
communities with 60 OSY
and adults attending Hiring and training of teachers and
literacy class. par-teachers
Enhanced
awareness and
appreciation of 4Cs Mapping conducted Conduct 4Cs mapping: community
indigenous in 3 communities and vision, culture and tradition, current
knowledge, IKSP-based school realities and challenges, and
systems and systems developed: competencies
practices (IKSP) curriculum, indigenous
Documentation of IKSP
learning materials,
policies, programs and Development and use of IKSP based
activities, monitoring and curriculum and indigenous learning
evaluation mechanisms, materials
financial management
Gatherinbg data of the Subanen and
IKSP Center established Yakan
in Monte Central and
Campo Uno and IKSP Establishment of IKSP
corner in Kapuk centers/corners

360 IPs have increased

awareness and
appreciation of their
community’shistory, rights
as I{s world view, beliefs
 and values systems IP festival events/activities

Advanced the IP festival celebrated

competence of IP annually in a simple but
communities in meaningful way
managing IP Formation of Indigenous Local
education systems Education Council
Local educators are using
Setting-up and establishment if IP
culture sensitive
education and management system
curriculum, management
system and materials Capacity building of leaders:
Leadership and project specific skills
8 Teachers/pra-teachers
training session; hands-on training
are trained as facilitators
and coaching sessions
and are helping in the
effort on community Monitoring and evaluation
organizing.
Impact Evaluation
Set-up sustainable
Impact and Monitoring
mechanisms for the
and Evaluation system
indigenous learning
installed in the community Setting-up of income generating farm
systems
and other livelihood activities

SA orientation organic farm practices

IPOs formed and
and methods/approaches
strengthened as co-
partner in the
management of the
program

Indigenous Learning
System anchored to the Establishment of communal farm,
community development herbal garden
planed developed
Establishment of linkages and other
Established community support agencies
learning farm and Capability building
Livelihood projects
assisted

Trained persons in the

management of ILS and
MOA Signing
skills in leadership and
project barangays
developed

Partnership agreement
(MOA) with DepEd and
 BLGUs

1. Curriculum and learning resources development that include, but are not limited to, the
following activities: 1) curriculum contextualization and learning resources development
sessions, consultations and workshops of school and division personnel with IP elders,
leaders, culture bearers, community representatives and other relevant stakeholders; and
2) production of learning materials with content duly validated with concerned IP
communities and that have undergone quality assurance;
2. Capacity-building that includes, but is not limited to, the following activities: 1)
training/retooling of teachers and school heads for IPEd implementation; 2) workshop
sessions on Indigenous Learning Systems (ILS); 3) workshop session on community
engagement and partnership-building for IPEd; 4) technical assistance training for
supervisors of schools and implementing IPEd; and
3. Education planning for IPEd at the division and school levels that includes, but is not
limited to, the following activities: 1) training of school heads and supervisors on culture-
responsive/ancestral domain-based School Improvement Plan (SIP); 2) Training of
supervisors for technical assistance on culture-responsive/ancestral domain-based SIP; 3)
Orientation/training of the school planning team and other stakeholders on culture-
responsive/ancestral domain-based SIP and 4) IPEd planning activities of schools
division offices and schools with IP learners.

The IPEd Program is the DepEd’s response to the right of IP to basic education
that is responsive to their context, respects their identities and promotes their
indigenous knowledge, competencies and other aspects of their cultural heritage.

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