Scribd
Upload
137 views3 pages

University of Perpetual Help System Laguna Graduate School

The document discusses indigenous people education in the Philippines. It notes that while the Philippines has over 100 indigenous communities totaling around 15-20 million people, their education has faced challenges of discrimination and marginalization. It describes past interventions in indigenous education and their impacts, including alienation from culture and continued marginalization. It outlines key aspects of indigenous education systems, including teaching by elders using indigenous languages and evaluation of learning through application of knowledge. Finally, it calls for affirming indigenous identity and documenting indigenous knowledge to preserve communities' cultures through education.

Uploaded by

Jeffrey Del Mundo
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
137 views3 pages

University of Perpetual Help System Laguna Graduate School

The document discusses indigenous people education in the Philippines. It notes that while the Philippines has over 100 indigenous communities totaling around 15-20 million people, their education has faced challenges of discrimination and marginalization. It describes past interventions in indigenous education and their impacts, including alienation from culture and continued marginalization. It outlines key aspects of indigenous education systems, including teaching by elders using indigenous languages and evaluation of learning through application of knowledge. Finally, it calls for affirming indigenous identity and documenting indigenous knowledge to preserve communities' cultures through education.

Uploaded by

Jeffrey Del Mundo
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
You are on page 1/ 3

UNIVERSITY OF PERPETUAL HELP SYSTEM LAGUNA

Sto. Niño, Biñan City, Laguna


Graduate School

MANAGEMENT OF ALTERNATIVE EDUCATION

JEFFREY D. DEL MUNDO


PhD in Education Major in Educational Management

INDIGENOUS PEOLE EDUCATION

The Philippines is home to around on


 110 indigenous people communities
 Approximate 15 to 20 million in population
 More than 60% in Mindanao, 30% in Luzon, and 10% in Visayas

While varying in ways of life and cultural heritage, they share similar experiences of
discrimination and marginalization.
In 1997, Philippine government passed the Indigenous Peoples Rights Act or Republic
Act 8371 that recognizes and protects the rights of indigenous communities. Its effective
implementation, however, is still to be seen and asserted by indigenous communities.
In 1980s, the various forms of interventions done by IPAs and religious congregations
were any or a combination of the ff:
 Teaching basic literacy-numeracy to children and adults based on mainstream
approaches, methods and content.
 Provision of adult-based trainings based on mainstream approaches and content
 Provision of school supplies, scholarship, tutorials.
 Provision of infrastructure, personnel, curriculum evaluation tools, books and
school calendar based on mainstream education system
Reasons for education intervention are the ff:
 The need to understand the system of transacting business in the marketplace
 The need to read street signs, newspapers, and legal documents, and to vote and
participate in activities outside their communities.
 The need for other livelihood options because the community’s resource base
 The need to access health services, and going to school is equated with being
educated and education means liberation from poverty.
IP Experiences in Education
 School as venue of discrimination (prejudice, financial inadequacy, comprehension
difficulties, and adjustment difficulties)
UNIVERSITY OF PERPETUAL HELP SYSTEM LAGUNA
Sto. Niño, Biñan City, Laguna
Graduate School

Impact on Mainstream School System


 Alienation of indigenous youth from their own communities, heritage, culture and
history.
 Misuse and abuse of cultural practices, and dying indigenous knowledge systems and
practices
 Graduates or schooled youth leaving the community or abusing the ancestral domain
 Continued marginalization of communities
 Dying spirit of tribe
Indigenized Alternative Learning Systems Curriculum
 The ALS curriculum is applied to the indigenous education programs with innovations
consisting of the use of indigenous learning and teaching techniques and increased use of
indigenous materials for teaching aids.
Teaching and learning processes
 Revealed knowledge, ancestral domain, and elders as teachers
 Tribal language
 Community teaching-learning processes complemented by mainstream ones.

The Indigenous Peoples Education System


 Indigenous communities have a system of education
Each tribe in the country has a system that started since time immemorial of
transmitting knowledge and forming the youth to become responsible human beings.
 Learning is everywhere and at every moment.
This similar to the “lifelong learning concept in education circles today. This
indigenous education system that has been practiced for centuries has to be recalled by
indigenous communities.
In some tribes, learning venues or institutions are also like the dap-ay (for males)
and ulog (for females). These are venues for youth to gather and, in interaction with the
elders, learn about community dynamics and practices.
 Indigenous peoples have curriculum too
The indigenous peoples have a sequence of content and competencies to be taught
based on the stage of growth of the person. Indigenous education therefore has a
curriculum, which varies depending on the situation of the tribe.
 Indigenous books and knowledge storage system
The elders are the repository of knowledge. Their memory is the library of
indigenous communities. Knowledge is also stored in songs, chants, dances, rituals, and
day-to-day activities of the tribe.
 Evaluating learning Indigenous Peoples have exams too
UNIVERSITY OF PERPETUAL HELP SYSTEM LAGUNA
Sto. Niño, Biñan City, Laguna
Graduate School

The elders see application of knowledge as the test in itself, with the outcome
being the indicator of degree of knowledge gained. Depending on the tribe, there are
indicators of mastery. Another indicator of learning was the capacity to teach ohers.
Teaching-Learning strategies
Among tribes, there are some common teaching-learning strategies such as
demonstration, actual activity, apprenticeship and direct instruction.
The key concerns on Indigenous Peoples Education
 There is a need to consciously affirm indigenous peoples’ sense of personhood and
reflection. Learning indigenous competencies does not necessarily translate into a deep
sense of indigenous peoples’ identity.
 The indigenous communities recognize the need to document IKSPs that are almost
forgotten.
Conclusion
Culture is at the core of being human, an expression of how we have encountered god
through life questions, it contains the blessings or graces of God to a people which, if nurtured
well, make us able to share these blessings and graces with each other. In the case of our
indigenous brothers and sisters, they have shared their blessings with us but were abused,
neglected and ridiculed in return.
We hope to continue journeying with our indigenous brothers and sisters as they
articulate and define an education system that will once again nurture their tribe, communities
and culture, before it is too late.

You might also like