alternative learning systems in the philippines and the ip
TRANSCRIPT
INDIGENOUS PEOPLES’ CORE CURRICULUM IN THE PHILIPPINES
SCHEDAR D. JOCSONDepartment of Filipino and Philippine Literature
College of Arts and Letters University of the Philippines Diliman
Background of the studyAn analysis of the Philippines’ response to different international ratifications and memorandums on preserving culture and language◦ UN Declaration of Human Rights◦ UN Millennium Development Goals for 2015◦ ASEAN-SEAMEO Memorandum of Understanding
on MDG-EFA
Assessment of the UN MDG for stakeholders
Aims of the study
See the BALS ‘s materials for the Basic Literacy Program for the Indigenous PeoplesLook at the role of the National Commission for Indigenous Peoples in educating the IP communitiesEvaluate the program of the Philippines’ participation in MDG-EFA 2015 for the IP communities
IP Situation in the Philippines160+ different ethnolinguistic groups with more than 500 IP communities On a threat of losing identity and language◦ Internal factors◦ External factorsDifferent government agencies aimed at the preservation, promotion and safeguarding the IPs◦ NCIP (through IPRA 1997)◦ NCCA◦ DepEd
Educational Situation of the IP communities in the Philippines
2.5 million IP children Lives in remote areas where public schools offer limited servicesChildren are unable to access education that is relevant or responsive to their own culture (Basic Education Curriculum rev. 2004)Considered at-risk of dropping-out due to poverty or distance from public schoolsExisting programs are usually spearheaded by NGOs and church-based organizationsSchools used as pilot areas are handled by a government agency
Number of enrolled IP students in the public school system
294,444
433,106
521,181
86,771
117,684
127,508
0
100,000
200,000
300,000
400,000
500,000
600,000
700,000
SY 2006-2007 SY 2007-2008 SY 2008-2009
Num
ber
of s
tude
nts
Chart Title
High SchoolElementary
NCIP - EDUCATIONAL ASSISTANCE PROGRAM FINANCIAL ASSITANCE GIVEN:
Basic EducationElementary
Php 1,000/student/school yearSecondary
Php 2,500/student/school year
Tertiary Education
CollegePhp 5,000/student/semester
GraduatePhp 5,000/student/semester
School Year Total Fund Allocation
Total number Grantees
1999-2000 65 M 9,728
2000-2001 65 M 10,722
2001-2002 65 M 10,034
2002-2003 65 M 10,356
2003-2004 84.07 M 11,222
2004-2005 30 M 9,135
2005-2006 52.621 M 11,989
2006-2007 52.621 M 13,154
2007-2008 84.621 M 14,142
2008-2009 116.621 M 14,182
2009-2010 116.621 M 13,498
DepEd Bureau of Alternative Learning Systems (BALS)Programs
Accreditation and Equivalency ProgramAlternative Learning Systems for Differently-Abled PersonsBalik-Paaralan para sa Out-of-School AdultsFamily Basic Literacy ProgramRadio-Based Instruction ProgramMobile LibraryBasic Literacy Program
The Basic Literacy Program
Functional Literacy - A range of skills and competencies-cognitive, affective and behavioural which enables individuals to◦ live and work as human persons◦ Develop their potential◦ Make critical and informed decisionsReduction between the division among orally literate yet illiterate societies with literate societies through the standardized medium of writingMajor indications of functional literacy◦ Communication skills◦ Problem solving and critical thinking◦ Development of self and community◦ Ecologically sustainable economics◦ Expansion of one’s world view
The Indigenous Peoples Core Curriculum
DepEd curricula does not respond the specific needs of IPIP communities seldom or never consulted in curriculum developmentAlienation of language (use of Filipino and English as the medium of instruction)IP curricula offered by other organizations are not recognized by DepEd
The Indigenous Peoples Core Curriculum
National IP ForumPresentation and Finalization of IP Core
Curriculum and Core MessagesDevelopment of IP Basic Literacy Learning Materials and Functional Literacy ModulesDevelopment of Session guidesTranslation of BLLM, FLM and Session guidesTraining of IP Facilitators
IP-focused Education Framework (from NCIP)
Development
ProtectionEmpowerment
Ancestral Domains
Self Governnance
Cultural Integrity
IP EDUCATION
The Indigenous Peoples Core Curriculum
Core Messages Learning Strands
Family Life Communication Skills
Health, Sanitation and Nutrition Problem Solving and Critical Thinking
Civic Consciousness Development of Self and of the community
Economics and Income Practical Ecological and Sustainable Resources
Environment Expanding One’s World View
Mothercraft Pagsasarili
Generic Modules for IP Core Curriculum 13 Basic literacy and numeracy levels◦ Cleanliness: Important to One’s Health◦ New Technology, Prospering Community◦ Do You Love Your Community?◦ Our Ancestral Land, Cradle of the Ethnic ◦ My Rights, My Responsibilities◦ Do You Have the Abilities?◦ When You Learned and Woke up from Reality◦ Precaution on the Roads◦ Let’s Unite Philippines◦ Your Abilities Bring Forth Success◦ Know Your Letters◦ Try This Regimen◦ One’s BodyWritten in 8 languages (Bagobo, Butuanon, Hanunuo, Iraya, Mandaya, Manobo, Western Subanon)
Generic Modules for IP Core Curriculum
Batang paslit, kahit makulitKailangan ng alaga at tunay na pag-ibig.
From the Module My Rights, My Responsibility
Anak diit-diit, subra mauliKailangan alaga hanggan totoo pag-ibigipakaon sa kanya. (Hanunuo)
Generic Modules for IP Core Curriculum From the module, Cleanliness: Important to One’s Health
“Ang mga aralin sa Primer na ito ay nakatuon sa mga karaniwang gawi ng mgakatutubong Ayta sa Zambales tungkol sakalusugan at kalinisan at batay sa pang araw-araw na buhay at karanasan ng mgakatutubo…” (The topic for this primer is based and centered towards the usual practices of the Aytas in Zambalesregarding health and cleanliness and also based on their usual every day life.”
EstudyohanTa:
Mgo Pilipino no mig-imbento to seini bag-o nu panahon.
Eduardo Quisumbing – Iyan naka-diskobre to mgo tambae to talimoghat likatyainyain no mgo kado kado dow bagnot no makarojow.
Roberto del Rosario – Iyan mig-imbento to Sing Along System (SAS) o Karaoke. Kandin isab tu naka-imbento to Treble Voice Color Code (VCC).
Eduardo San Juan – mig-imbento to “Moon Buggy” no pig-gamit ni NielArmstrong, Amerikano no Astronot no pinaka-una no otow no naka-ponhik diyato buyan.
7. Edward Caro– Pilpino no no nakadawat to bantog likat tu amerika no 42 no tuig to pagka-empleyado to NASA.
Manobo Lesson 3: Do You Have the Ability?
Generic Modules for IP Core Curriculum
IP Core Messages lesson on Cultural Rights
BAGOBO
WESTERN SUBANEN
Generic Modules for IP Core Curriculum
Generic Modules for IP Core Curriculum General Obervations◦ Effort was seen in producing such materials and the
process was very rigid (IPCC meetings)◦ Not all of the 13 materials are readily available for
communities◦ Problems with translation and cultural translation◦ problems with representations in the pictures◦ Lack of thorough research for the different IP
communities that are the target beneficiaries of the program◦ “text is present, context is lacking”
Importance of Language
Consider the poetics of every languageTranslating a language from the other is also translating the language’s culture from anotherDifference in spoken language and written languageLanguages change through timeDifferences in speech styles among the communities and to the trainers as wellLanguages in the Philippines will make the Philippines’ national language, FILIPINO, dynamic and alive
Recommendations
Strengthen inter-agency participation in pursuing cultural preservationThe development of IP Education◦ Problem of having diverse educational needs of the IP communities◦ Does not sufficiently address the expressed learning and skills, interests and
aspirationsRevisit the basic literacy materials used and recommended by the DepEdand evaluate certain constraintsHave a study on the use of the said materials and document it accordingly ◦ Proper research on the different IP groups for purposes of fair representation
in such translated textsEffective usage of the IPCC as a tool for cultural preservation alongside development, not development onlyHarmony between cultural preservation and development◦ Introduction of sustainable agriculture◦ Re-assess health myths among the IP communities◦ IP communities as agents of positive change in the country