Indigenous Peoples Education (IPEd) Program in Public Elementary Schools in Batangas City

Abstract

INTRODUCTION

Education can be viewed not only as a constitutional right but also as a basic need. In pursuit of the country's economic growth and development, every individual should be persistent and be given the right to this basic need by all legal and accepted means: access to education for all, including indigenous peoples. In this respect, a new wave of research endeavors to re-examine the syllabi of educators to include local culture, indigenous origin, and unique personal identity as bases for an authentic education program. This is highlighted by the adaptation of the Indigenous Peoples Education (IPEd) Program. Such a transformation is not revolutionary. Indigenous peoples have been part of Philippine society since time immemorial. They have been producing spectacles of culture even before history started recording itself. It is important however to discover new ways to empower, enlighten, and educate IPs given their special circumstances.

METHODS

This study used the descriptive-qualitative research design. The researchers used observations, interviews, documentation analysis, among others. The participants of the study were six (6) teachers from Wawa and seven (7) teachers from Malitam Elementary School. The data gathered were treated with the use of weighted mean.

RESULTS

This study revealed the following significant findings. 1. Description of the Indigenous Peoples Education Program

1.2. Historical Beginnings

1.3. Acceptability of the program.

Characteristics of IPEd Pupils Enrolled during SY 2017-2018

Level of Performance by Learning Areas and Grade Levels

Challenges Met by Teachers and the Prospects in the implementation of IPEd

DISCUSSIONS

The Indigenous Peoples Education (IPED) Program of the Department of Education may be described as an acceptable curriculum responsive to marginalized ethnic groups. The program focuses on teaching indigenous knowledge, models, methods, and content within formal and non-formal educational systems, with the goal of educating the ethnic group of basic educational knowledge, skills and values without losing their sense of cultural identity. Badjao learners’ manifest commonalities with other elementary learners but display weakness in diligence and respect for elders necessitating better integration of these values in the IPEd program.