APPROACHES IN IP EDUCATION IN THE PHILIPPINES
(IPsEO Research, 2013)
APPROACH
INSERTION of cultural elements
in specific courses (e.g. music
and dance in MAPEH;
indigenous counting in Math;
use of local examples).
INTEGRATION: inclusion of
cultural elements (information
and IKSPs) in relation to DEPED
competencies; principles and
values are anchored on the
worldview, values, aspirations
of the community
INDIGENIZATION: concerned
with both DEPED competencies
and IP competencies,
contextualized and culture-
sensitive; subjects are
consistent with the IP
perspective and worldview.
IP CURRICULUM: Ancestral
domain as foundation/basis of
the curriculum; AD as well
spring of IKSP that informs the
curriculum
(Curriculum Framework Consultations and Validation. IP Education Office, Department of Education, 2013)
CHARACTERISTICS OTHER ASPECTS
 Focused on DepED competencies and objectives are based on the DepED
competencies
 Local knowledge and information (indigenous flora and fauna, facts) is related to Use of the community
the concepts to be taught area
 IKSPs, if cited, are minimally discussed in relation to DepED topics and there is a
tendency to discuss these from an outsider’s perspective (most of the time) Use of indigenous
 Focused on DepED competencies and objectives are based on the DepED teaching-learning
competencies processes
 IKSPs or indigenous information are related to the focus content or topic as a  Collective learning
means to give community context to the lesson  MI –based
 IKSPs/indigenous information may serve as the integrating theme across subject strategies
areas
 IKSPs, when integrated, are discussed from an IP perspective Elders as co-facilitators
 DepED and IP or community competencies are both considered in formulating in the teaching-learning
objectives process
 DepED competencies are anchored on community cultural life and experience
 IKSPs serve as the integrating theme across subject areas and integrated more Maximizing local
comprehensively in the teaching-learning process materials for IMs
 Both the DepED and IP competencies serve as reference points in developing the
lessons Use of assessment
 Lessons are discussed from an IP perspective and worldview methods as
 Culturally-based teaching strategies and methods are appropriately used in the appropriate to the
teaching-learning process competencies
 Assessment may include community-based assessment strategies and methods (highlight products and
performance)
 Curriculum design is based on the community life cycle and culture of the
community
 DepED competencies are the ones integrated in the community curriculum (main
structure of the curriculum is the community’s life cycle and DepED competencies
are linked to community life; this is similar to the five strands of ALS)