MARIANO MARCOS STATE

UNIVERSITY
Graduate School

Name: ARVIJOY CABASOY-ANDRES

Degree: MAED-SOCIAL STUDIES
Subject: Educational Foundations of Education
Activity: Analysis Paper on Indigenous People’s Education Program

AN ANALYSIS OF THINDIGENOUS PEOPLE’S EDUCATION PROGRAM(IPED)

RATIONALE

The Indigenous Peoples Education (IPEd) Program is DepEd’s response to the right of
indigenous peoples (IP) to basic education that is responsive to their context, respects their
identities, and promotes the value of their indigenous knowledge, skills, and other aspects
of their cultural heritage. Specifically, the objectives of the IPEd Programare the following:
a. make the curriculum culturally responsive to the specific community context of IP
learners;
b. build the capacity of teachers, school heads, and other concerned personnel at
different levels of governance in implementing culture-based education for IPs;
c. support the development of culturally appropriate learning resources and learning
environment responsive to the specific community context of IP learners;
d. strengthen the policy environment supportive of IPEd; and
e. address the learning needs of IP learners who lack access to basic education
services.

The IPEd Program supports the realization of the K to 12 Basic Education Curriculum,
which subscribes to the following standards and principles, among others: inclusive, culture-
sensitive, and flexible enough to enable and allow schools to localize, indigenize, and
enhance based on the community’s educational and social context.

CREATION

This concept, introduced in 2011, has been an effective instrument in luring

indigenous youth back to schools. It allowed members of indigenous communities to come
together and help craft a program of instruction that is consistent with the beliefs, culture
and ways of life of a particular group.
The Department of Education (DepEd) started its partnership with indigenous
communities and civic groups in 2000 in its bid to establish an effective, responsive and
contextualized education for indigenous peoples (IPs). This gave birth to the IPEd, whose
implementation has been such a success that the department has reported a rise in the
enrolment of schoolchildren in various regions where IPs reside.

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 MARIANO MARCOS STATE
UNIVERSITY
Graduate School

GUIDELINES

NATIONAL INDIGENOUS PEOPLES EDUCATION POLICY FRAMEWORK

1. Indigenous peoples (IPs) remain to be among the most vulnerable and marginalized
members of the citizenry. Many IP communities continue to lack access to decent basic
social services, have limited opportunities to engage the mainstream economy, and suffer
social, economic, and political exclusion.

2. Among the current disadvantages that IPs face, access to culture-responsive basic
education stands out as one of the most critical to address, especially if the right to basic
education is viewed as an “enabling right.” Basic education is an essential means for IPs to
claim their other rights, exercise self-determination, and expand the choices available to
them.

3. The problem of the IPs’ lack of access to education services is compounded by the fact
that in areas where there are schools accessible to them, many of these have limited or no
capacity to provide culturally appropriate education. Recommendations of various IP
consultations have reiterated time and again the desire of IP communities for an education
that is responsive to their context, respects their identities, and promotes the value of their
traditional knowledge, skills, and other aspects of their cultural heritage. This is the kind of
education that removes barriers to their meaningful participation in the different levels and
spheres of society and empowers them to exercise their rights and duties as Filipino citizens.

4. Effectively responding to the basic learning needs of IPs is a key measure in achieving the
country’s Education for All (EFA) commitments and the Millennium Development Goals
(MDGs). In line with the thrust of the Department of Education (DepED) to pursue
institutional and systemic reforms to improve the efficiency and quality of the delivery of
basic education for all, IP education has been included as a reform item in the Basic
Education Sector Reform Agenda (BESRA).

5. There are existing models and best practices on IP education based on successful projects
and interventions by DepED, non-government organizations (NGOs), IP organizations (IPOs),
and other community-based initiatives. The DepED recognizes the need to consolidate these
experiences and lessons to formulate a systematic and coherent IP Education Program,
which subscribes to a rights-based approach and gives primary importance to the principles
of participation, inclusion, and empowerment. Within a broader perspective, the DepED
considers this as a step towards a Philippine educational system that is truly inclusive and
respectful of the diversity of learners.

6. It is within this context that this policy framework was formulated by DepED in
consultation with representatives from IP communities, civil society, and other government
agencies. This policy document is envisioned to be an instrument for promoting shared

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 MARIANO MARCOS STATE
UNIVERSITY
Graduate School

accountability, continuous dialogue, engagement, and partnership among government, IP

communities, civil society, and other education stakeholders.

ANALYSIS OF THE PROGRAM

On theories….

1. MARX THEORY OF PRAXIS

In this theory the practitioner is portrayed as becoming more knowledgeable

about ‘their’ practice, by making increasingly astute connections between ‘their’
particular needs as a learner and externally located challenges. Praxis is defined as an
accepted practice or custom, or an idea translated into action, or something in reality
rather than something in theory.

In the IPED program it can be seen that the manifestation of the framework
is through the promotion and sustainability of IPs culturally rooted learning
experiences through the integration of IKSPs in all learning areas and processes. This
recognition and inclusion of IKSPs will pave the way for the provision of universal and
equitable access of all IPs of quality and relevant basic education services
towards functional literacy for all (DepEd Order # 32, s. 2015). This is likewise
supported by the project on the development of Indigenous People’s Core
Curriculum that emphasizes especially on the cultural spaces, its peoples, and their
ideals towards the articulation for self-determination. Relatively, the IPRA law serves
as the basis for the establishment of the indigenous schools in the country (Abayao,
2014

RECOMMENDATIONS

Conclusion
A profile scanning of the
indigenous people’s
education praxis in Mountain
Province reflected a
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 MARIANO MARCOS STATE
UNIVERSITY
Graduate School

strong adherence towards

cultural preservation. Basic
education and higher
institutions, and
government agencies
implement various cultural
development platforms with
set mandates and
organizational structures of
indigenous peoples’
education (IPEd) programs
aligned to their
respective thrusts and
mandates. For learning

Castro Ave., Laoag City, 2900, Ilocos Norte

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 MARIANO MARCOS STATE
UNIVERSITY
Graduate School

institutions, the praxis of

indigenous people’s
education is done through
contextualization and
integration of authentic
experiences in the teaching-
learning processes.
Government line agencies
throw their support and link
with the academe
through socio-cultural cultural
shows, spaces of education,
competitions and research
presentations
on cultural studies.
A profile scanning of the indigenous people’s education reflected a strong
adherence towards cultural preservation. Basic education and higher institutions, and

Castro Ave., Laoag City, 2900, Ilocos Norte

 gs@mmsu.edu.ph  +63(077)600-3469 www.mmsu.edu.ph
 MARIANO MARCOS STATE
UNIVERSITY
Graduate School

government agencies implement various cultural development platforms with set

mandates and organizational structures of indigenous peoples’ education (IPEd)
programs aligned to their respective thrusts and mandates. For learning institutions,
the praxis of indigenous people’s education is done through contextualization and
integration of authentic experiences in the teaching-learning processes. In our division we
have already undergone trainings and seminars regarding this. But when it comes to the
field there are problems encountered that needs to be addressed for a better
implementation of the program.

It is for these reasons that I recommend the following.

1. Government line agencies must throw their support and link with the
academe. Specifically on learning environment. In our school, there must be an
IPED village with a museum in where we can actually have our classes.
2. The Department must encourage promotion of culture through socio-cultural
cultural shows and competitions.
3. Research presentations on cultural studies. In our place(Adams, Ilocos Norte)
wherein it is a melting pot of cultures, cultural depletion is inevitable. There
were no official records of history, culture and traditions of the different tribes
thriving in here. My fear is that the next generation might totally abandon and
forgot their indigenous origins if this will not be aided early. There must be
support to local researchers financially.
4. Financial Support to Culture Bearers. Elders of the community who are the
bearers of indigenous knowledge must be given financial support for their
availability as resource speakers when they are needed in school lessons. It has
been a problem inviting them because they prefer to work for their daily needs
than coming to school as resource speakers. I believe that if they will be given
honoraria for this certain cause it would be easier for us teachers to invite them.

Manifestation of the
framework is through the
promotion and sustainability of
IPs culturally rooted learning
experiences

Castro Ave., Laoag City, 2900, Ilocos Norte

 gs@mmsu.edu.ph  +63(077)600-3469 www.mmsu.edu.ph
 MARIANO MARCOS STATE
UNIVERSITY
Graduate School

through the integration of

IKSPs in all learning areas and
processes. This recognition
and inclusion
of IKSPs will pave the way
for the provision of universal
and equitable access of all IPs
of quality
and relevant basic education
services towards functional
literacy for all (DepEd
Order # 32, s.
2015). This is likewise
supported by the project on

Castro Ave., Laoag City, 2900, Ilocos Norte

 gs@mmsu.edu.ph  +63(077)600-3469 www.mmsu.edu.ph
 MARIANO MARCOS STATE
UNIVERSITY
Graduate School

the development of
Indigenous People’s Core
Curriculum that emphasizes
especially on the cultural
spaces, its peoples, and their
ideals towards the
articulation for self-
determination. Relatively, the
IPRA law serves as the basis
for the establishment
of the indigenous schools in
the country (Abayao, 2014

Castro Ave., Laoag City, 2900, Ilocos Norte

 gs@mmsu.edu.ph  +63(077)600-3469 www.mmsu.edu.ph