Indigenous People’s Education

Emerging issues in IPs’ education

CHRISTIAN GADIA
Reporter
 CONTENT
Introduction
Access to Education
Cultural Relevance & Sensitivity

Language Barriers
Socio-Economic Challenges
Resource Allocation
Digital Divide
Representation & Participation

Environmental & Land Rights Issues

 INTRODUCTION
• The
education of Indigenous
Peoples (IPs) in the Philippines
faces several emerging and
continuing issues, reflecting
broader socio-political, economic,
and cultural challenges.
 INTRODUCTION
•Despiteefforts to improve the
inclusivity and accessibility of
education for IPs, significant
gaps and obstacles remain.
 Access to Education
•Geographic isolation remains a
significant barrier. Many
Indigenous communities are
situated in remote areas,
making access to educational
facilities difficult.
 Access to Education
•This is compounded by the lack
of transportation and
infrastructure, such as roads
and bridges, which can be
particularly challenging during
adverse weather conditions.
Cultural Relevance & Sensitivity
•There is an ongoing need for
culturally relevant and
sensitive educational content
that respects and incorporates
Indigenous knowledge,
languages, and traditions.
 Cultural Relevance & Sensitivity
• The mainstream education
system often overlooks the
cultural and linguistic diversity
of Indigenous Peoples, leading to
a curriculum that may not fully
engage or retain IP students.
 Language Barriers
• Themedium of instruction is a
persistent challenge. While there
are efforts to use mother tongue-
based multilingual education (MTB-
MLE) in the early years of
schooling, consistency and support
for this approach can be lacking.
 Language Barriers
•Ensuring education is delivered
in a language that IP students
understand is crucial for their
learning and retention.
 Language Barriers
•Ensuring education is delivered
in a language that IP students
understand is crucial for their
learning and retention.
 Language Barriers
• “We, Indigenous Peoples, cannot dream of a professional
career. We are disadvantaged by the policy of using
English as the medium of instruction in Higher Education
Institution (HEI). The absence of an entrance examination
tailored fit to our socio-cultural milieu and experiences
among HEIs prevents us from entering and experiencing
university life. Today, all HEIs are using examination
instruments based upon majority cultural experiences
and standards of which we are not fully aware we will
surely fail in the exam something has to be done”.
(Interview with Emmanuel B. Domingo, June 16, 2019)
Socio-Economic Challenges
•Poverty rates are higher among
Indigenous Peoples than in
other segments of the
population, which affects their
ability to afford educational
expenses.
Socio-Economic Challenges
•Childlabor, early marriage, and
other socio-economic factors
also contribute to higher
dropout rates among IP
students.
 Resource Allocation
• Schoolsserving Indigenous
communities often suffer from
inadequate resources, including
insufficient learning materials,
lack of proper school facilities,
and a shortage of trained
teachers.
 Resource Allocation
• Theteachers who do work in
these areas might not always be
trained in culturally responsive
pedagogy or fluent in the local
Indigenous languages, impacting
the quality of education
delivered.
 Digital Divide
• The
shift towards digital learning,
accelerated by the COVID-19
pandemic, highlighted the
significant digital divide affecting
Indigenous communities.
 Digital Divide
• Many IP students lack access to
digital devices and the internet,
making it difficult to participate
in online learning and access
educational resources.
Representation & Participation
• IndigenousPeoples often lack
representation in educational policy-
making and governance. This can
result in policies and programs that do
not fully address their unique needs or
respect their rights to self-
determination and to manage their
own educational systems.
 Environmental &
Land Rights Issues
•Environmental degradation and
disputes over land rights can
also impact Indigenous
education.
 Environmental &
Land Rights Issues
• Displacement due to mining,
deforestation, and land grabbing
can disrupt communities and
their access to traditional lands,
which are central to their cultural
and educational practices.
•Addressing these issues
requires a concerted effort
from the government,
educational institutions, non-
governmental organizations,
and Indigenous communities
themselves.
• Policies
must be inclusive and
designed to meet the specific
needs of Indigenous Peoples,
ensuring their right to
education is fully realized in a
manner that respects their
cultural identities and promotes
sustainable development.
 References
• Eduardo,J. P., & Gabriel, A. G. (2021).
Indigenous Peoples and the Right to
Education: The Dumagat Experience in
the Provinces of Nueva Ecija and Aurora,
in the Philippines. SAGE Open, 11(2).
https://doi.org/10.1177/2158244021100
9491
 References
• Buenaflor,Nina & Adiaton, Jocelyn &
Ancheta, Galilee Jordan & Balading,
Jericho & Bravo, Aileen Kaye & Tus,
Jhoselle. (2023). The Lived Experiences
and Challenges Faced by Indigenous High
School Students Amidst the New Normal
of Education. 7. 160-165.
10.5281/zenodo.7652948.
 References
• Regaspi,R.B(2023). Problems Met Of The
Indigenous Peoples (Ips) In The
Completion Of Tertiary Education In The
Philippines. Journal of Positive School
Psychology http://journalppw.com 2023,
Vol. 7, No. 2, 355-373
END
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