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Republic of the Philippines
DEPARTMENT OF EDUCATION
Regional Office No. 02
(Cagayan Valley)
Carig Sur, Tuguegarao City, Cagayan
ADVOCACY MEETING
INDIGENOUS PEOPLES EDUCATION (IPED)
DIVISIONS OF CAUAYAN CITY AND SANTIAGO CITY
VENUE
CAUAYAN NORTH CENTRAL SCHOOL
DATES
July 3-4, 2013
IP Ed Advocacy Team
Lourdes G. Angoluan, Ph.D., CESO IVOIC Regional Director
Corazon T. Barrientos, Ed.D., CESO VOIC Asst. Regional Director
Members
Dr. Purificacion Macarubbo
Dr. Jose Sario Poblete
Dr. Joselito Balatan
Dr. Eddie Galutan
Dr. Dennis Agbayani
Dr. Samuel Soliven
ABSTRACT
The IPEd Advocacy meeting was attended by 54 principals/school heads from the Divisions of Cauayan City and Santiago City. With acceptable reliability of the pretest and posttest, the pretest result revealed that the participants had little knowledge about the IPEd topics but became much knowledgeable after the IPEd-related workshops, activities and discussions facilitated by the advocacy team. Gains were high.
Based on the evaluation results, the participants rated the IPEd Advocacy meeting as excellent.
ADVOCACY
ON
INDIGENOUS PEOPLES EDUCATION (IPEd)
for the Divisions of Santiago City and Cauayan City
July 3-4, 2013
Cauayan North Central School
Cauayan City
Part I: Opening Program (July 3, 2013 8:00-9:00 a.m)
Imbuing the Sense of NationalismCauayan Teachers Choir
Praising God, the AlmightyDr. Jose Sario Poblete
EPS II, ALSD
Cauayan North CS
Encouraging and Inspiring EveryoneDr. Edna Pasamonte
OIC SDS, Cauayan City
Dr. Cesar Adaoag
SDS Santiago City
Dr. Corazon T. Barrientos, CESO V, OIC Asst. Regional Director
Dr. Lourdes G. Angoluan, CESO IV, OIC Regional Director
Describing/Introducing the participantsDr. Estelito Balatan, Jr.
EPS II, ALSD
Dr. Samuel Soliven
EPS II, SED
Intermission NumberCauayan City Natl HS
Part II: Advocacy OrientationDr. Purificacion Macarubbo
Team Leader
July 3-4 Topics
DO 62 IPEd Framework
Indigenous Knowledge Systems and Practices (IKSP)
IPEd and the K to 12 ReformIPEd and the MTBLE
IPEd and the GAD (Gender and Development)
IPEd and the Contextualization of the Curriculum
IPEd and the ACCESS PrincipleIPEd Advocacy Planning
Master of Ceremonies
Dr. Eddie Galutan EPS II, SED
PRETEST RESULTS
Number of Respondents = 54
Pretest reliability = 0.867
Items
Pretest
Mean
QD
Rank
1. Concept/Definition of Indigenous Peoples
42.3
LK
3
2. IPEd
37.4
LK
6
3. DO 62, s. 2011
35.8
LK
7
4. Indigenous Knowledge System and Practices
28.6
NK
10
5. Mother-Tongue Based/Multilingual Education (MTB-MLE)
54.3
K
2
6. Contextualizing Education
40.0
LK
5
7. Enhanced Basic Education Act of 2013
56.2
K
1
8. ACCESS Principle
42.1
LK
4
9. Indigenized Curriculum
34.0
LK
8.5
10. Culture-Responsive Curriculum
34.0
LK
8.5
QD Qualitative Description
Legend
1 20.00 - 29.49No KnowledgeNK
2 29.50 49.49Little KnowledgeLK
3 49.50 - 69.49with KnowledgeK
4 69.50 - 89.49with Much KnowledgeMK
5 89.50 100with Very Much KnowledgeVMK
After the Opening Program, the Training team administered the Pretest to the 54 participants. This was conducted to determine their beginning understanding/knowledge about Indigenous Peoples Education. The 10-item pretest has a reliability coefficient of 0.867 which means that the pretest was reliable. A test is reliable if it has a reliability coefficient of 0.80 and above.
The pretest results revealed that the participants were already knowledgeable about Enhanced Basic Education Act of 2013 and Mother-Tongue Based / Multilingual Education (MTB-MLE). These must be due to the various orientation meetings and advocacy on the said topics.
In addition, the participants had little knowledge on the concept/definition of Indigenous People, IPEd, DO 62, s. 2011, contextualizing education, ACCESS Principle, Indigenized Curriculum and Culture-responsive curriculum. Moreover, they had no knowledge on Indigenous Knowledge, Systems and Practices (IKSP).
Overall, the participants had little knowledge about the topics before the discussion in the IPEd Advocacy Meeting.
The IPEd Advocacy Meeting Proper
July 3, 2013 (Wednesday)
Dr. Estelito Balatan started the Advocacy Meeting by leveling the expectation. It was done through a writeshop where the grouped participants wrote their expectations about the Advocacy meeting and how they could help realize these together with the advocacy team.
Dr. Jose Sario Poblete presented the concepts and definitions of Indigenous Peoples including Indigenous Peoples Education (IPEd) and its Framework based on DepEd Order No. 62, 2011.
Dr. Purificacion Macarubbo firmed up DO 62 by letting the participants dramatize their experiences with IPs.
Dr. Corazon T. Barrientos, OIC Asst Regional Director, inspired the participants and the Advocacy Team.
Dr. Poblete introduced Indigenous Knowledge, Systems and Practices (IKSP)
July 4, 2013 (Thursday)
Dr. Balatan and Dr. Macarubbo further connected the K to 12 curriculum to IPEd by highlighting general concepts and features.
Dr. Eddie Galutan facilitated the workshop to dramatize the four (4) ACCESS Principles in relation to IPEd.
Dr. Dennis Agbayani presented the salient features of MTB-MLE.
Dr. Samuel Soliven logically presented how to integrate IKSP in the K to 12 Curriculum as a way of indigenizing, localizing and contextualizing the curriculum. He helped the participants walk through standards-based teaching by capturing IP culture-responsive topics. He also shared IPEd in connection to GAD concepts.
In conclusion, Dr. Soliven facilitated the making of an IPEd Advocacy Plan. The awarding of certificates of attendance and appearance followed.
POSTTEST RESULTS
Number of Respondents = 54
Posttest reliability = 0.905
Items
Posttest
QD
Rank
1. Concept/Definition of Indigenous Peoples
87.3
MK
5.5
2. IPEd
87.3
MK
5.5
3. DO 62, s. 2011
87.3
MK
5.5
4. Indigenous Knowledge System and Practices
83.3
MK
12
5. Mother-Tongue Based/Multilingual Education (MTB-MLE)
90.7
VMK
1
6. Contextualizing Education
85.8
MK
9
7. Enhanced Basic Education Act of 2013
87.3
MK
5.5
8. ACCESS Principle
82.8
MK
9
9. Indigenized Curriculum
85.8
MK
9
10. Culture-Responsive Curriculum
85.8
MK
11
11. IPEd and GAD Concepts (GAD: Gender and Development)
88.2
MK
3
12. IPEd Advocacy Planning
88.7
MK
2
Qualitative Description
Legend
20.00 - 29.49No KnowledgeNK
29.50 49.49Little KnowledgeLK
49.50 - 69.49with KnowledgeK
69.50 - 89.49with Much KnowledgeMK
89.50 100with Very Much KnowledgeVMK
After the IPEd Advocacy Meeting, the Training team administered the Posttest to the 54 participants. This was conducted to find their progress relative to their understanding/knowledge about Indigenous Peoples Education. The posttest has a reliability coefficient of 0.905 which means that the posttest was reliable. A test is reliable if it has a reliability coefficient of 0.80 and above.
The posttest results revealed that the participants became very much knowledgeable about Mother-Tongue Based / Multilingual Education (MTB-MLE) and much knowledgeable about all the other IPEd topics including Gender and Development Concepts and IPEd Advocacy Planning..
Overall, the participants had much knowledge about IPEd after the Advocacy meeting.
GAINS based on the Pretest and Posttest
Items
Pretest
Posttest
Gains
Rank
1. Concept/Definition of Indigenous Peoples
42.3
87.3
45
7
2. IPEd
37.4
87.3
49.9
5
3. DO 62, s. 2011
35.8
87.3
51.5
4
4. Indigenous Knowledge System and Practices
28.6
83.3
54.7
1
5. Mother-Tongue Based/Multilingual Education (MTB-MLE)
54.3
90.7
36.4
9
6. Contextualizing Education
40.0
85.8
45.8
6
7. Enhanced Basic Education Act of 2013
56.2
87.3
31.1
10
8. ACCESS Principle
42.1
82.8
40.7
8
9. Indigenized Curriculum
34.0
85.8
51.8
2.5
10. Culture-Responsive Curriculum
34.0
85.8
51.8
2.5
Legend for Pretest and Posttest
20.00 - 29.49No KnowledgeNK
29.50 49.49Little KnowledgeLK
49.50 - 69.49with KnowledgeK
69.50 - 89.49with Much KnowledgeMK
89.50 100with Very Much Knowled
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