Assessment, Learning

Resources and
Instructional (INPUT)
Accommodation
Learning Resources and
Instructional
Accommodation
INDIGENOUS
PEOPLE’S
EDUCATION
In an attempt to respond to these challenges, the Department of Education in the Philippines has
recently adopted the Indigenous Peoples Curriculum Education Framework (DepEd Order No.
32, s. 2015) as a guide for IP educators in developing “culturally appropriate and responsive”
curricula, lesson plans, instructional materials, and teaching methods.
 (DepEd Order No. 32, s. 2015)
• https://www.deped.gov.ph/wp-content/uploads/2015/07/DO_s2015_32.pdf
IP EDUCATION
•http://web.nlp.gov.ph/childrensconference/sites/default/files/attac
hment/Topic%20II_Randy_halasan.pdf
ARTICLES ABOUT IP EDUCATION

https://www.childhoodexplorer.org/relevant-learning-for-indigenous-filipino
s
Relevant Learning for Indigenous Filipinos
Isobel Ranulfa S. Dolatre, Resource Development Officer
Maria Johanna Pia G. Ortiz-Luis, Executive Director
Cartwheel Foundation, Inc. (CFI)

https://arete.ateneo.edu/connect/indigenous-peoples-education-during-covid-19-an-e
nvironmentalists-perspective
Indigenous People's Education During COVID-19: An Environmentalist's Perspective
Nina R. Ingle, Ph.D.
Ingle Trust Foundation of Davao, Inc. (ingletrust.org)
Alternative Learning
System
About Alternative Learning System
WHAT IS ALTERNATIVE LEARNING SYSTEM OR ALS?
It is a parallel learning system in the Philippines that provides a
practical option to the existing formal instruction. When one
does not have or cannot access formal education in schools,
ALS is an alternate or substitute. ALS includes both the non-
formal and informal sources of knowledge and skills.
WHAT IS THE BASIS OF ALS IMPLEMENTATION IN THE PHILIPPINES?
The 1987 Philippine Constitution provides for the recognition and promotion of
other forms of education other than formal education. Article XIV, Section 2,
Paragraph (1) declares that the State shall establish, maintain and support a
complete, adequate and integrated system of education relevant to the needs of
the people and society; and paragraph (4) concisely encourages non-formal,
informal and indigenous learning systems as well as self-learning, independent
and out-of-school study programs particularly those that respond to community
needs.

The Governance Act for Basic Education otherwise known as the Republic Act
9155 stipulates the establishment of the Alternative Learning System (ALS) to
provide out-of-school children, youth and adults population with basic
education.
HOW DOES ALS WORK?
There are two major programs on ALS that are being
implemented by the Department of Education, through
the Bureau of Alternative Learning System (BALS).
One is the Basic Literacy Program and the other is the
Continuing Education Program – Accreditation and
Equivalency (A&E). Both programs are modular and
flexible. This means that learning can take place
anytime and any place, depending on the convenience
and availability of the learners.
WHAT IS THE DIFFERENCE BETWEEN THE FORMAL
EDUCATION SYSTEM AND THE ALTERNATIVE LEARNING
SYSTEM (ALS) NON-FORMAL EDUCATION?
Formal Education system is classroom-based, managed by trained
formal school teachers.

ALS Non-formal Education happens outside the classroom,

community-based, usually conducted at community learning
centers, barangay multi-purpose hall, libraries or at home,
managed by ALS learning facilitators, such as mobile teachers,
district ALS Coordinators, instructional managers at an agreed
schedule and venue between the learners and facilitators.
ALS HANDBOOK FOR IMPLEMENTERS
https://www.deped.gov.ph/als-est/PDF/ALS-EST_Handbook_for_Implementers.pdf

• https://www.deped.gov.ph/wp-content/uploads/2020/07/02142020_als_roadmap_maroon.pdf

ALS ROADMAP
 DepEd ALIVE Program
(Arabic Language and Islamic Values
Education)
Madrasah Education
Department of Education Undersecretary for Muslim Affairs, Dr. Manaros B. Boransing, gives
the following definition and types of madrasah in the Philippines:
Madrasah (pl. madaris) generally refers to Muslim private schools with core emphasis on
Islamic studies and Arabic literacy. It is a privately-operated school which relies on the support
of the local community or foreign donors, particularly from Islamic or Muslim countries. The
madaris are the oldest educational institution in Mindanao and are recognized to be the single
most important factor in the preservation of the Islamic faith and culture in the Philippines.
There are three general descriptive types of madrasah in the Philippines.
1. Traditional or weekend madrasah. Instruction is basically religious. It is considered as
non-formal education due to its characteristics: (a) classes are held on Saturdays and Sundays
only or days agreed upon by the teacher and the students/pupils; (b) it does not have a formal
curriculum; (c) it is non-graded and may have multi-age grouping; and (d) it only requires its
teachers to be graduates of a madrasah or to be an imam (Muslim religious leader)
 2. Developmental or formal madrasah. This type offers hierarchically structured education and
sequential learning generally attuned with the formal education system. It operates like a regular school
where the students go through madrasah edadi (pre-school), to madrasah sanawi (high school). The
teachings concentrate on Islamic religious and cultural subjects and include some mathematics and
sciences courses, with Arabic as the medium of instruction. Expectedly, the madaris students lack
competitive skills required for employment and are not eligible for transfer to regular schools because
the madaris do not implement the standard curriculum of the Department of Education. This type is not
recognized and accredited by the Department of Education.
3. Standard private madrasah. This type of madrasah has been harmonized, upgraded and
modified to become a component of the Philippine education system through the issuance of DepED
Order No. 51, s. 2004, prescribing the Standard Curriculum for Elementary Public Schools and Private
Madaris. Henceforth, all madrasah institutions in the country shall be required to adopt and implement
said standard curriculum to obtain government recognition and accreditation. In the public schools, the
enriched curriculum is likewise prescribed mandating the offering of Arabic language and Islamic
values for Muslim students throughout the country in areas where there is a Muslim population.
DepEd Order No. 41, s. 2017

Policy Guidelines on Madrasah Education in the K to 12 Basic

Education Program
https://www.deped.gov.ph/wp-content/uploads/2017/08/DO_s2017_041.pdf
Implementing Rules and Regulations of the Enhanced Basic
Education Act of 2013
September 4, 2013
• https://www.officialgazette.gov.ph/2013/09/04/irr-republic-act-no-10533/#:~:text=(a)%20Act%20ref
ers%20to%20Republic,Basic%20Education%20Act%20of%202013.%E2%80%9D
Special Interest Programs
Guidelines in the Implementation of Special Interest Programs
(SIPs), Senior High School (SHS) and Alternative Delivery Modes
(ADM)

• http://depedsouthcotabato.org/wp-content/uploads/2019/05/Region-Memo-CLMD-34-Guidelines-in-
the-Processing-of-Applications-for-SIPs-ADM-and-SHS.pdf
HOMESCHOOLING IN THE PHILIPPINES –
A GENERAL OVERVIEW
3 general styles of homeschooling:

• Homeschooling with a Provider

• Independent Homeschooling
• Free Homeschooling
 (The Philippine Educational Placement
Test)
• Philippine Educational Placement Test (PEPT) is under the Accreditation and Equivalency Program (Executive
Order No. 733, s. 1981).

• “The purpose is for retrieving out-of-school youth (OSY) and placing them in the formal school system if they
so desire, and for validating and accrediting knowledge and skills in academic areas gained through informal
and non-formal means for re-entry into formal school, job promotion, entry to job training, for employment
and self-fulfillment.”
Who needs to take PEPT?

PEPT was designed by DepEd for evaluation of students prior to entering the school system. Independent homeschoolers need
PEPT for them to enroll in a college or university.

PEPT is not meant to be used as a yearly assessment for homeschoolers without the intention to enter into the Department of
Education system (whether under an accredited provider or to be in a traditional school).

PEPT is not conducted for purposes of grade level acceleration.

What is the PEPT Coverage?

PEPT is administered to all levels from Grade 1 to high school. The test is a multiple-choice type based on the K to 12 Curriculum.

Elementary Level: Science | Mathematics | Araling Panlipunan | Filipino | English

Secondary Level:

ENGLISH – Reading Comprehension, Vocabulary Development, Writing Composition, Literature (Philippine, Asian and World),
Grammar Awareness

SCIENCE – General Science, Biology, Chemistry, Physics

MATHEMATICS – Numbers and Number Sense, Measurement, Geometry, Patterns and Algebra, Statistics and Probability

FILIPINO – Gramatika, Panitikan (Ibong Adarna, Florante at Laura, Noli Me Tangere, El Filibusterismo)

ARALING PANLIPUNAN – Araling Asyano,Kasaysayan ng Daigdig, Ekonomiks, Current Trends<

HOME SCHOOLING
• https://www.youtube.com/watch?v=SVsU82WHNR8
 DIFFERENTIATED INSTRUCTION

https://granite.pressbooks.pub/teachingdiverselearners/chapter/different
iated-instruction-2/
SOURCES