deped develops curriculum for indigenous peoples
TRANSCRIPT
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By
IftA
tlER.I{ANUO-
A{ALIPOT
The
Department tf
Educatisn
(DeptrIdi
has
initiated the
tler,etopmc*t
of an educatit"u: curu"icu-
lum
that
was
designed
to
rneet the
learning
needs
ul' tltt; Irrdigt'tr+us
Fue.
ries
t
I lrs:t
r:onunur'itics
X'hnr.igh f]erpEd's
$ru'cau
uli
.{]lenlu-
tive
Learning Systcr;:
(IJALS),
tirti
Ail.ernatir"e
Learning
Syslcm L\L$)
ctrriculunr
lbr [i:'s was
developed in ft)sponse
to the Education F-br Ali
tEl}\)
campaign
to
pro-
vide
the hasic learnulg
needs cf
i..lll
marginalized
leamers.
Accorriinrl to Bduca-
tion
Secretary
llnrlher
fu:rdn Lujstru,
the
IP
Eductiticn' Cr-rrricLrlum
ftx' lhe
.41,S was tlcvtll-
oped in the
year
20tXj
irr
conrdination lvith
th*
National
Con"mrission
on
Indigentius Peoples
(NCJP)
and was validat-
ed b.y v*tiou:i
indigenc,us
culh:rai
ccmmunities
(ICOs)
in
the
Philippines.
T'tre lP
Curriculurn
is
to be
irnplemented
l:-v
trained ALS iniplernent-
n:rs
with IP
learners.
""l' re
lcl:rning colnpe-
tencies
of
the
IP
Curricu-
lun: we::e drriwn ft'om the
existing
;lLS curriculum
tbr the basic
literacy, el-
eutenlary aurd second-
ary leveis," Luistro
i:y-
plained.
Ihe
r:rerriculul::
conttnl, horvever, wils
baseEl
cn
the
Indigenous
})coplir li.i64lits
Ait
{IPl{Ar
or
the l{epuhlic Act
(nA)
no.8371.
"Tlie
educatiun
g*al
*I'thu
IP Curdr:uiurtt
is
lht:
attainment
of
the
r:s-rnr; suc'h as
iunril.y
life
thst
t*ur:he:s
ou the liIe
spar
of an iP rs a
n:ember
oi'lhe
farniiv h'orn
birth to
deai.li.
"Il.
d,nlinE:ilkrs Lhe vur.vlng
rolts *f
tlte
nrenibcrs
of
the
irrmiiy and
heiiv lhesc
affcct
the
itidividrritl
and
lhe
rvhclc
I{lC
in thelr resprrt;ivc rionieins," iac sailj
It also toucires
on
the heali:h.
serni-
taticr:, uui
nl;tri[iuri whiuh
li;:ill,qs
inl.t l.he
frrtr tltc IP's ;:ctrcrlpi, *f s,,*i
iiritl
ihe rnvinrtutrt:n .
iiliil
lit,,v
cilrit
ilrtcrpiays
u'ith
thr.:
rrtlier
"Il.
ieiiltu'es
t.hc iruligcn uus
ptirr:t.iecs,
k tuil
letllic,
and
loeal belietls
on h-vgiene,
heaith
and
1bcd. Ihe
core arca
discu.rst:s ti'ie
cornil-ion
ailme-nts
itr;tl
ireallii
issrtoi;
ronlir:niing thc II'}s brought
l;y
llrcir
unique
geogaphical
locatirins
and
sit
uatioiis,"
Luistro
said.
?he Il'
curriculum alri.,
ir;r;tries
r:rl
ri'"ic consciottsness which tdgh-
lights thn
rirh
worldvieu, of []:]s rang-
ing from iheil
life
ways, identit-ri
and
history. It is l*aded lreavily
with tlicir
aspiratitlns,
needs
and sentirne::ls as
a
pecple.
Luiritro.saici fhis
coi"e
arca
aisr:
in-
clt,ldes
pmvisionr:of
i.he fiA No. {}i:i:ll
tN'
tl:r,
IPIL{
which brings
into conscious-
riess
1.1:e
IP's ltghts
to their
encE:stral
riomain and
their del,eloprnent.
"?he
IP
cuniculum also
colers
the econornics arld
iilcomris
ber:;lr"se
it
presents
tlte
system
cf
the
cornmunity
managernent
of supply
iuid
demimd
anroftg
the IPs.
It features the IP's
forrns or
earuing
a
living
atrd
caliltg
for
their commrinal
sourcc of liie and
livelihood,"
he
said.
T'he
curriculurt
lriii al:;o
be
r:erl-
tered
on em'ironmenl u'hicli
*rll
cleal
*':th
IP's
cornmunion
with
natr*t,
Ii
stresse$ their
strong attachnrent to
the erlironrnent.
Ti:rough DepUd Ordr:r
I01, s. fli0
rel.eresutl Sei:terfuer 14,
Luistrp sl.ilted
thai tire cr,r'e
ie:.rrning cornpetencies
reflect'ed
in
ihe
ie,rrnjng
stra**; of
the
iF curriculum
have
five
Leamlng
Strantls.
fhis
includes Leamin6
Strand
One
-
Cornmunicatioi'i
Skjiis which
iuns
to deveiop
:he
ability of the
lP
Iearners tt) [rccess, critieally
proces$
and
cl"ft:cl.il,ely nurke
usc
ol'avall;rhlt
ir:tbrmation
in
a
vaiiet
ol nrccli*
to be
Eureau
uf Aitet:ia-
tive
l,earning Syster:r
(BALS),
thc i\iten:ative
Learning
System
{ALS)
r:urriculilm lor IPs was
developed in response
to
the Etltication
For All
(EFA)
ceuniraign
tr:
pro-
vide
the
basic learning
needri of ali rnarginalized
learnrx's.
Acconlinr,
to
Ecluca-
iion Secretary
llrother
fuxiln
L{sn"o,
the
IP
Etlucertic:r' Curricuium
frrr
the
A"l,S
was ciilvel
oped
in the
year
2006 n
coordinati,on
'.vith
the
National
Couunlssion
crn
Indigenous
Peoples
(I,iCJP)
a.r:d was
validaf
ed by
vadous
indigenous
ctdlmral
commtrnities
0CCs) in the Philippines.
The IP
Cu:rictiiurn
is
to
i:e
irnplemented
l>3,
tralned ALS irnpleruent-
er..l
qrith
IP learners,
"The lerningcompe-
tencies
of
the
II'Curricu-
lum were
drawn
finm
the
existing .i\L$ curriculurn
1'or the t-'asie
literacy, el-
errrcntary and
second-
ary
leveis,"
[,uistro
*x-
plaintd.
The
eurdcui*r:
content, horvcve4
was
heised
on the
trndigenous
l'eoplu
Bights
Act
{I'Itul)
or
the
Hepublic
Act
(RA)
no. tt37l..
"TLre
eclucati':ln
goal
uf
thr
ltr)
Ci;rr:iculum
is
the
irltainmr:rrt
of
tlie
funclieinal iitcl
lt*y
frrr lh*
Itr's."
he added.
l,uistl'o
saiti the
IP
tiurriculurn
reflects
the
c*rl
al'eas
of
the IF"s
cou-
r r
, i,rll
the
indigencus
;:r'iicticcs,
kluri'iedgt-'.
and iuc;rl
belieti
on
hygiere, h*aith
anri lbad. fhe
cort a,rc;l disrlusses
thr
cornii-lon ailn'rents
anti heaiih
issues
confiuting the IPs
broughl lry
thr:ir
unique
geoguphical
lucaticns
and
situtrtioits," Luistrn said.
i'he ll' curriculurn also {{:cuses
r:r;
civ:c
eonscirtusncss
which
trii$r-
lights the rich worldvierv
cf
XIls rang-
ing from
tlreir" life ways, irientil_r',
anc
history. It is loadeti heavily with il,r:ir
,
aspiratiuns, needs
and
sentirnents
as
t*
people.
Luistro sairi this
core
&rea aiso
in-
'
r"'h"uhs
provisions
of the EA No.
{i:}21
or
ttler
IPILI
rvhich
brings into conscious-
ncss tli*
IP's tights
to their
ancs,stral
domain
;md the ir"
derekrprnent.
"The
IF cunicrilum
alsn
crllers
tiie ecorrumics aird incomes bei;;nlse
it
presents
*re system of
the corirmunity
rnanagement
of supply
arntl derriud
amcng the IPs.
It ibatr:res tlre IP's
forms
or
earning a
living
aucl
c:ring
for
their
comrnunal source of lii'e and
lirelihoorl,"
he
said.
The r:urriculurn
w'iil
also lrc
cen-
ter"ed on environment
whii:h u'ill cleal
r.r.{th IP's
communion wii.h
natixr,., lt
shesses
their
strong
attachnrsnt [a
the
enlirartmcr:t.
T'l:rough
Deplld Order 101, s.2{.}i0
reieased
Septenfier .14, l,uistru silrlerl
that the
(:{;re
iearning
competencies
reflecled
in
lhe
lcrcrning strands
oi'
the
IP
curriculum
have
five
Learnilrg
Strands.
This iircludes l,earning Strard
One
-
Comrnunication Skills whiclr
rirns
to
deveiop
lhe
arbility of thc lP
learnem to
acce$s, critically
prloces$
arrd cflbclivel.v rn;rke
use
of
avaiLtltkr
ir:fbrmation in
a
variety ol mecliu
to
ire
atrlc to
funttion
ulli:ci.ivcly as ii nleln'
ber of lhr:
fan,il-v, clcmnurniltri naticrn
and the worid; ar;d to activci.y
par"tici-
plte
in
commudry" and econorric
de-
'rel0plu.]nt.
t'=.
fiir:
"'
h