THE IMPLEMENTATION OF INDIGENOUS PEOPLES EDUCATION (IPeD)

PROGRAM IN CABADBARAN CITY DIVISION

________________________________________

A Dissertation Proposal Presented to

Dr. Genaro Virador Japos

of the Graduates School of

Saint Joseph Institute of Technology

Butuan City

________________________________________

In Partial Fulfillment

of the Requirements for the Degree

DOCTOR OF PHILOSOPHY

Major in EDUCATIONAL MANAGEMENT

________________________________________

SUSAN CABONCE – CORVERA

Orcid Number: ____________________________

Email Add: mam_principal@yahoo.com

Mailing Address: Barangay Calibunan, Cabadbaran City

December 2018
 CHAPTER I

THE PROBLEM AND ITS SCOPE

Introduction

Education empowers people in all respects of life. The Philippine government

adheres to the significant role of education as embodied in its 1987 Constitution. It

envisions all citizens, even the marginalized and indigenous communities, to obtain

quality education. Hence, Education For All (EFA) was launched in response to society’s

educational needs and demands.

Indigenous peoples, communities, and nations form the non-dominant sectors of

society, determined to preserve, develop, and transmit to the young their ancestral

territories and ethnic identity. They are characterized as small populations relative to the

dominant culture of their country, possess their own language, cultural traditions, own

land and territory, and have self-identity as indigenous Mc Carty T. L., & Nicholas, S. E.

(2014). Indigenous peoples can be helped preserve their ancestral domain and educate

them on how they could sustain and develop further their culture while they engaged with

the trends of mainstream.

Intently, indigenous education is education for indigenous people. It focuses on

teaching formally and non-formally indigenous knowledge and content within their

respective domains. Indigenous knowledge focuses on ways of knowing, seeing, and

thinking, transmitted orally to future generations. Indigenous learning focuses on learning

history, culture, and values and increases awareness and appreciation of aboriginal

peoples’ experiences (Smith, K. E. I. 2008).

 Indigenous peoples (IPs) remain to be among the most vulnerable and

marginalized members of the citizenry. Many IP communities continue to lack access to

decent basic social services, have limited opportunities to engage the mainstream

economy, and suffer social, economic, and political exclusion. In line with the country’s

commitment to achieve its Education for All (EFA) targets and the Millennium

Development Goals (MDGs), and in pursuit of the Basic Education Sector Reform Agenda

(BESRA), the Department of Education (DepEd) Order No. 62, s. 2011 was released

adopting the enclosed National Indigenous Peoples Education Policy Framework. This is

intended to be an instrument for promoting shared accountability, continuous dialogue,

engagement, and partnership among government, IP communities, civil society, and

other education stakeholders. Strengthen the hiring, deployment and continuous

development of teachers and learning facilitators in the implementation of IPEd program.

Recognizing education as a necessary means to realize other human rights and

fundamental freedoms, the DepEd urges the strengthening of its policy on IP education

and develop and implement an IP Education Program. Likewise, this program subscribes

to the rights-based approach which gives primary importance to the principles of

participation, inclusion, and empowerment. Many IP communities continue to lack access

to decent basic social services; they have limited opportunities to engage in the

mainstream economy, and suffer social, economic, and political exclusion

marginalization. A major factor contributing to their disadvantaged position is the lack of

access to culture-responsive basic education. Thus, the right of indigenous peoples to

education is provided in the 1987 Philippine Constitution, the Indigenous Peoples Rights
Act (IPRA) of 1997, and the numerous international human rights instruments, especially

in the United Nations (UN) Declaration on the Rights of Indigenous Peoples (2007).

In Cabadbaran City Division has been implementing IP education for three (3)

years. In this sense, the researcher is motivated to do this research to determine the level

of its implementation. This research study is significant and will be of great help to the

DepEd Division Office to craft a plan on how to sustain the implementation of the program

considering the beneficiaries are IPs. Moreover, to all school administrators where under

their care in designing intervention to keep learners engage in school. Likewise, to the

teachers who may gain information that will help them identify teaching strategies in order

to keep the class livelier with the consideration of their culture and beliefs. To the IP

parents as well by realizing their roles and responsibilities as counterpart of the school

and to the community they are in. More so, to the IP learners may appreciate the

importance of education and how it benefits for their future.

Since Indigenous Peoples Education is not yet fully established, the

implementation of this IPEd program is still a challenge for teachers in Cabadbaran City

Division. IPEd teachers are facing problems in the implementation like lack of learning

resources, lack of knowledge and practices. Indigenous children also are not fluent

enough to speak their own dialect or they do not even know their mother tongue. There

were parents who brought their children to their farms in search for daily consumptions to

the extent that their children would prefer to leave their studies. Limited budget in the

implementation of IPEd program is also one of the many concerns.

Review of Related Literature and Studies

Efforts were made to gather various pertinent materials that could help the

researcher gain insight into the direction of this study. The following are the related

literature and studies relevant to the inquiry.

Related Literature

The Indigenous Peoples are a group of people who have continuously lived as

organized community on communally bounded and defined territory, have occupied,

possessed customs, traditions, and other distinctive cultural traits through resistance to

political, social, and cultural inroads of colonization, and became historically differentiated

from the majority of Filipinos (Republic Act No. 8371).

According to Fiagoy, G. L. (2000) indigenous peoples, known as first peoples,

aboriginal peoples, native peoples, are ethnic groups who descended from and identified

with original inhabitants of a region. They maintain traditions or other aspects of early

culture associated with a given region. Indigenous communities, peoples, and nations

have historical continuity with pre-invasion and pre-colonial societies that developed in

their territories, distinct from other sectors of societies prevailing in those territories. They

form non-dominant sectors of society, determined to preserve, develop, and transmit to

future generations their ancestral territories and ethnic identity for continued existence as

peoples, following their own cultural patterns, social institutions, and legal system. They

are vulnerable to exploitation, marginalization, and oppression by nation states formed by

politically dominant ethnic groups.

 Abayao, (2014) claimed that Indigenous Peoples’ Core Curriculum is concerned

with cultural grounding of IP education in specific ancestral domains, and promotes

cultural diversity in the educational system. The framework contextualizes education of

IPs’ vision for their communities as well as their individual and collective thought of

existence affirming their vision for self-determination. A DepEd order (No. 32, s. 2015)

seeks to guide schools and other education programs in their engagement with

indigenous communities in contextualizing the K to 12 curriculum grounded on their

educational, social, and cultural contexts. Fundamental to IPEd is establishing

institutionalized partnership between indigenous communities and the respective

schools/ learning programs which serve them. This is to be pursued through sustainable

community engagement which guarantees the meaningful participation of indigenous

communities in the inclusion of their Indigenous Knowledge Systems and Practices

(IKPSs) and Indigenous Learning Systems (ILS) in the Basic Education Curriculum.

According to Luis, (2016) IP education is unique in that it often takes approaches

different from those used in traditional instruction. The importance of highlighting

indigenous knowledge, skills, practices, and values is acknowledged and incorporated.

To effectively teach IP learners, it is crucial to understand the world as perceived through

their eyes. Only when connections are made between new information being presented

and a child’s known way of life can learning be relevant and have life-long value. Even as

changes through education are intended for the good of their community, all efforts must

respect to their identity as IPs. Moreover, openness is key in nurturing a dynamic where

teachers and students learn from each other. Respect for the dignity of each community

member is manifested in respect for their entire culture. Education programs for such
communities bear good fruit when they are facilitated rather than forced. All key players

need to recognize the abundance in both human and natural resources in the community

as education harnesses the many strengths that had been theirs all along.

With this, it is a challenge to serve their needs in remote areas, and standard

education programs fail to take into account their cultures, languages, and current

realities. In an attempt to respond to these challenges, the Department of Education in

the Philippines has recently adopted the Indigenous Peoples Curriculum Education

Framework (DepEd Order No. 32, s. 2015) as a guide for IP educators in developing

“culturally appropriate and responsive” curricula, lesson plans, instructional materials,

and teaching methods.

The teaching-learning processes of indigenous communities matched with

DepEd’s IPEd curriculum which envisions education as generally enabling, ensuring, and

enhancing, is a tool for continued vitality of indigenous peoples’ ancestral domains and

heritage (DepEd-Bureau of Alternative Learning System, 2006). The curriculum meets

learning needs of indigenous peoples. The commitment and participation of IP leaders

and elders is sought in designing learning content, activities, materials, and assessment

tools. In fact, DepEd ensures that standards and competencies appropriate to indigenous

context are deliberated and adhered to for lively and meaningful curriculum delivery.

Lampert, (2005) explain the approach, knowledge base, and the right to teach

about cultural ways of being; knowing and that are different to their own perspectives.

Furthermore, demonstrate preparedness to understand and value cultural diversity,

educator’s access and make use of appropriate resources, design inclusive curricula, and

engage the support and expertise of others including families and members of the local
indigenous community. A substantive approach makes space for indigenous self-

representation, meaning Indigenous people can represent themselves in ways in which

they want people to know about and relate to them.

Related Studies

According to the research of Luis, (2016) indigenous Filipinos are among the many

indigenous peoples (IP) who have experienced devastating destruction of their homes,

imposition of settlers in their ancestral domains, and retreats to areas far from basic social

services. Approximately 110 ethnic tribes live in the Philippines, most of whom fight for

their way of life for themselves and future generations as they struggle to keep their lands.

With regard to education, the IP are among those with the lowest literacy rates. It is a

challenge to serve their needs in remote areas, and standard education programs fail to

take into account their cultures, languages, and current realities.

Abidogun, (2013) gives an overview of current thinking as to how indigenous

peoples’ be reached and educated. It was started with cultural discontinuity, where the

culture of the teacher as well as the curriculum and instructional strategies used in schools

may be in conflict with a child’s home culture. This explanation supports bilingual,

bicultural education. Critical theorists maintain that indigenous children are provided an

inferior education so that the dominant group can maintain its position of power and

continue to exploit ethnic minorities as sources of cheap labor. This view holds that

children of any “race” or ethnic group who live in poverty are denied the health care,

nutrition, home literacy environment, and other factors they need for school success.
 Castagno and Brayboy, (2008) provide an extensive review of research

supporting the use of curriculum and instructional practices that build on the cultural and

linguistic background of indigenous students. Many studies contrast “Western” linear

thinking and knowledge with indigenous traditional circular and spiritual knowledge

historically indigenous traditional knowledge has been devalued and ignored in schools

in colonized lands.

Deloria and Wildcat, (2001) make a strong argument for the continued importance

of traditional Native values and ways of thinking for modern youth. Bass, J. (2010) a study

of Navajo youth, demonstrates that students do not have to lose their native language

and culture to be more academically successful, as assimilationist ideology maintains.

As stressed by Andaya, (2014) student performance is naturally considered a

critical aspect for many educators. Performance of students in any academic task has

always been of special interest to the government, educators, parents and society at

large. It has been proven that teachers have an important influence on students’

academic achievement. Records show that the academic performance of indigenous

people are relatively low due to the difficulty of adopting to the mainstream, since there

was no specific design for indigenous peoples’ education before they attended to college

(NCIP, 2012). IP want to learn other modern sciences but in the context of their own

culture and to their cultural method of teaching and learning. They demand their right to

speak their own language since language cannot be divorced from the struggle for self-

determination and ancestral land and domain.

In the study of Barry, (2005) he concluded that a child from a well-educated family

with high socioeconomic status is more likely to perform better than a child from an
illiterate family. This is because the child from an educated family has a lot of support

such as decent and good living. Parent with higher income could provide more

instructional resources to their children which eventually help them improve their grades.

Hence students from different economic strata manifest different attitudes and academic

performance. Teachers have major effect on student achievement. Teachers’ quality

contributes a lot in the effectiveness of the school, hence quality instruction produces high

achievement.

The quality of learning as stated by Reagan, T. (2005) is related to the quality of

teaching done by the teacher. Teaching and learning are two aspects of the process

education. A teacher who fails to understand the fundamental principles of teaching and

the nature of learners will find his/her teaching ineffective and the child’s learning

retarded. Hence a competent teacher is expected to contribute a deal toward the success

of students in their academic works. Demographic factors such as gender, parents’

educational attainment and socio-economic status are also found to be factors in student

achievement. Parents’ educational attainment was found to be significant factor in their

achievement.

Likewise, Mangaliman, (2004) pointed out that curriculum, instructional strategies,

teachers’ competency, school context, and facilities are other significant factors in

teaching and learning. Designing an instruction based on a curriculum that is in harmony

with instructional design can scaffold students learning and promote their academic

achievement. Effective pedagogy and methods employed by the teacher play a major

role in students’ performance. School safety and facilities, temperature of the class,

features of the classroom buildings and crowdedness of school were also reported to
influence the achievement of students. These findings try to imply that attention should

be given to school context and facilities to improve academic performance of students.

A small case study conducted by Cerecer, (2013), found that Pueblo Nation

students attending a public high school were upset with their principal and teachers for

not consulting with them on decisions that affected their educational experiences. If

educators and school leaders made a point to include all students in decision-making, it

might encourage students to be more involved in other ways such as academically and

with extra-curricular activities, which would also help increase equity among students. In

addition, it is necessary for teachers to have a multicultural perspective, and to receive

proper training for teaching indigenous students.

Bird, Lee, and Lopez, (2013) state that teachers, native or not, have great opinions

about the education of their Native American students, but often feel that there is not

much they can do in terms of changing policies that can help their 25 students. In addition,

because of a lack of funding in both nations, but particularly in the United States, the

authors noted that this severely limits the resources that teachers are able to incorporate

into their classrooms regarding indigenous perspectives. It is necessary for teachers to

work together to voice their opinions or ideas about indigenous education.

Theoretical Framework

The present study is anchored on Vygotsky’s, (1978) socio-cultural theory of

human learning which describes learning as a social process and the origination of human

intelligence in society or culture. The major theme of Vygotsky’s theoretical framework is

that social interaction plays a fundamental role in the development of cognition. Vygotsky

believed everything is learned on two levels. First, through interaction with others, and

then integrated into the individual’s mental structure. Every function in the child’s cultural

development appears twice: first, on the social level, and later, on the individual level;

first, between people (interpsychological) and then inside the child (intrapsychological).

This applies equally to voluntary attention, to logical memory, and to the formation of

concepts. All the higher functions originate as actual relationships between individuals. A

second aspect of Vygotsky’s theory is the idea that the potential for cognitive development

is limited to a "zone of proximal development" (ZPD). This "zone" is the area of exploration

for which the student is cognitively prepared, but requires help and social interaction to

fully develop. A teacher or more experienced peer is able to provide the learner with

"scaffolding" to support the student’s evolving understanding of knowledge domains or

development of complex skills. Collaborative learning, discourse, modelling, and

scaffolding are strategies for supporting the intellectual knowledge and skills of learners

and facilitating intentional learning. On the other side, Vygotsky stressed that the zone of

proximal development "is the distance between the actual development level as

determined by independent problem solving and the level of potential development as

determined through problem-solving under adult guidance or in collaboration with more

capable peers.” Essentially, it includes all of the knowledge and skills that a person cannot
yet understand or perform on their own yet but is capable of learning with guidance. As

children are allowed to stretch their skills and knowledge, often by observing someone

who is slightly more advanced than they are, they are able to progressively extend this

zone of proximal development.

In like manner, sociocultural learning theory has its basis in interacting with other

people. Once this has occurred, the information is then integrated on the individual level.

Sociocultural theory focuses not only how adults and peers influence individual learning,

but also on how cultural beliefs and attitudes impact how instruction and learning take

place. Children are born with basic biological constraints on their minds. Each culture,

however, provides what he referred to as 'tools of intellectual adaptation.' These tools

allow children to use their basic mental abilities in a way that is adaptive to the culture in

which they live. For example, while one culture might emphasize memory strategies such

as note-taking, other cultures might utilize tools like reminders or rote memorization.
 Schematic Diagram

Independent Variables Dependent Variables

IPEd Implementing Schools

Level of Implementation

Ansili Elementary School  Curriculum

 Learning Facilitators
Dagnasay Elementary School
 Teaching Methodologies
Lusong Elementary School  Environment

Palidan Elementary School  Learning Resources

Masundong Elementary School

Figure 1. Shows the interplay of variables of the study.

Statement of the Problem

This study aims to determine the implementation of indigenous people education

in the Division of Cabadbaran City.

Specifically, this study seeks to answer the following questions:

1. What is the level of implementation of IPEd in terms of:

1.1 curriculum;

1.2 learning facilitators;

1.3 teaching methodologies;

1.4 environment; and

1.5 learning resources

2. Is there a significant difference as to the implementation of IPEd among schools

Null Hypothesis

This study will be guided by the following null hypothesis tested at .05 level of

significance.

Ho1: There is no significant difference as to the implementation of IPEd among

the schools
Scope and Delimitation of the Study

This study will focus on the implementation of indigenous peoples’ education in the

Division of Cabadbaran City. This will utilize the independent variables which includes the

content of IPEd curriculum, which involves the parts of the curriculum, learners,

environment and learning materials. More so, the research study will be conducted to all

IP schools of Cabadbaran City Division for SY 2018-2019.

Scope: The scope of the study will be the Indigenous People Education (IPeD)

Schools in the Division of Cabadbaran City.

Variable: This will utilize the independent variables which includes the content of

IPeD program, which involves the parts of the curriculum, learners, environment and

learning materials

Source of Data: The data on the IPeD Program Implementation will be taken from

the respondents’ answers in the survey questionnaire

Sample: The study will focus to all IP Schools of the Division of Cabadbaran City.

Time: The study will be confined to school year 2018-2019.

Definition of Terms

To establish a common frame of reference and have a concise idea on the study,

some words are defined operationally or according to how they are used in the study.
 Indigenous People. This refers to the people who have different culture and they

live in a mountainous area wherein they can feel and express their belongingness.

Learners. This refers to a pupil who come to school to learn.

Curriculum. This refers to the courses / subject that are taught by the educational

institution.

Learning Facilitators. This refers to someone who helps to bring about an

outcome such as learning / productivity.

Teaching Methodologies. This refers to the teaching method comprises the

principles and methods used by teachers to enable student learning.

Environment. This refers to the conditions and influences that affect the growth,

progress of the learners.

Learning Resources. This refers to the videos, texts, software, and other

materials that the teachers use to assist students to meet the expectations for learning.
 CHAPTER II

RESEARCH METHODOLOGY

This chapter discusses the research method to be used in this study. This includes

the research design, research locale, respondents, data gathering procedure, reliability

and validity of the study, scoring quantification, and statistical treatment.

Research Design

The researcher will employ descriptive-survey method of research. It describes on

the implementation of indigenous peoples’ education of Cabadbaran City Division. This

involves the parts of the curriculum, learners, environment and learning materials.

Survey-questionnaire will be used to gather the data needed.

Research Environment / Locale

This research study will be conducted to the IP schools in Cabadbaran City

Division. Presently, there are five (5) IP schools in the division namely: Lusong

Elementary School, Palidan Elementary School, Masundong Elementary School,

Dagnasay Elementary School and Ansili Elementary School. Specifically, Palidan and

Masundong Elementary Schools are located at Barangay Mahaba, City of Cabadbaran.

It is a rural area located at the eastern part of Cabadbaran City. It has a distance of nine

(9) kilometers away from the national hi-way and three (3) kilometers from the adjacent

barangays. Barangay Mahaba has a total land area of 3,776.64. Likewise, Lusong,

Dagnasay and Ansili Elementary Schools are the Sitios of Barangay Puting Bato, City of
Cabadbaran. The school site is located in the ancestral domain of the Manobo tribe which

is (34.5) km from the city and (23.5) km from Brgy. Putting Bato Proper.

Cabadbaran City lies 9⁰ north latitude and 125⁰30’ east longitude. The city is

bounded in the north by the Municipalities of Tubay and Santiago of the Province of

Agusan del Norte, in the west by the Butuan Bay, in the east by the Municipalities of

Madrid and Cantilan of Surigao del Sur, and in the south by the Municipalities of

Remedios T. Romualdez and Magallanes, Agusan del Norte.

It is 30 kilometers away from Bancasi Airport in Butuan City and 60 kilometers from

Nasipit International Sea Port, all through well-paved road. It is also 79 kilometers in well-

paved road from Surigao City Airport and Lipata Sea Port which serve as the

gateways of Mindanao from Visayas, Luzon and the National Capital Region including

Metro Manila.
The Respondents

The respondents of this study are the school heads, teachers, parents and

Barangay Officials of the IP schools in the Division of Cabadbaran City. A total 171 who

will serve as respondents in this study.

Table 1 shows the distribution of the respondents by school.

Table 1

Distribution of Respondents

N= 171

School School Barangay

Teachers Parents Total Percentage
Name Head Officials Rank

Ansili
Elementary 2 20 16 39 23% 1.5
School
Dagnasay 1
Elementary 2 33 35 20% 3
School
Lusong
Elementary 1 5 27 33 19% 4
School
Masundong
Elementary 2 20 16 39 23% 1.5
School 1
Palidan
Elementary 2 23 25 15% 5
School
TOTAL 3 13 123 32 171 100%
Table 1 shows the distribution of respondents of the study. It can be noted that

there are only three (3) school heads of the five (5) IP schools. Ansili Elementary School

and Dagnasay Elementary School are under the care of the School Principal of Puting

Bato Elementary School while Masundong Elementary School and Palidan Elementary

School are also under the care of the School Principal of Mahaba Elementary School.
 As to the teaching managing the school, Lusong Elementary School has 5

teachers and the rest of the school has only 2 teachers. In like manner, there are only few

parents considering the least number of enrolments. More so, there are only 32 Barangay

Officials of the five IP schools since Ansili ES, Dagnasay ES, and Lusong ES are located

in Barangay Puting Bato. On the same way, Palidan ES and Masundong ES are located

in Barangay Mahaba.

Sampling Procedure

Complete enumeration shall be done to all the respondents. This means a total of

171 will serve as the respondents of the study.

Research Instrument

The study will utilize a customize survey questionnaire in utilizing the data

gathering instrument specifically the research- adopted questionnaire from Silver and

Claret Emotional Quotient (www.silverandclaret.com) and for the interpersonal skills from

(http:www.mindtools.com) and (http:www.skillsyouneed.com/Is/index) and used in the

study of Cipriano (2015). The questionnaire is composed of three parts namely: Part 1-

Emotional Intelligence, and Part II- Interpersonal and Supervisory skills taken the

electronic references, (http://www.mindtools.com/pages/articles/new).

Data Gathering Procedure

In conducting the study, the researcher will follow certain steps so that smooth

conduct of this study will be realized. The researcher will ask the approval from the

Schools Division Superintendent through the District Supervisor to conduct the study.

Then, upon the approval of the Schools Division Superintendent, letter request will be

sent to the principals/ school administrators and arranged the schedule of visit in their

respective schools to conduct the study. Questionnaires will then be distributed personally

by the researcher to the respondents. The researcher will personally hand in and retrieve

the data for confidentially of the data. The data will be tallied, consolidated, tabulated,

analyzed and interpreted with the help of the statistician for the treatment of data.

In the same way, the researcher will conduct focus-group discussion (FGD) to the

respondents to validate data and to gather additional information to substantiate this

study.

Statistical Treatment

Reliability and Validity of the Study

To ensure the reliability and validity of the study, the researcher will adapt DepEd

Order No. 62, s. 2011 known as “Adopting the National Indigenous Peoples (IP)

Education Policy Framework.”

Scoring and Quantification of Data

Verbal Description Scale Meaning

Fully implemented
Partially implemented
Moderately implemented
Slightly implemented
Not implemented
5 100% implemented the IPEd
4 75% implemented the IPEd
3 50% implemented the IPEd
2 25% implemented the IPEd
1 0% implemented the IPEd

Statistical Treatment

The following statistical tools will be utilized in order to facilitate the analysis and

interpretation of data and to calculate the responses given by the respondents.

Frequency and Percentage Distribution. This will be used to describe the

implementation of IPEd among the IP schools.

Weighted Mean. This statistic will be used to describe the level of IPEd

implementation.

T-test. This statistical treatment will be used to test the significant difference on

the implementation of IPEd among schools.

Analysis of Data

In analysing the data Triangulation will be used among the School Administrators,

Teachers and Parents in order to validate the answer of each data.

Ethical Considerations

In due respect to the authors of the varied sources he referred to, the researcher

recognize them (authors, sources) by stating their names, studies, articles, columns and

the like in the bibliography. To comprehensively cite the authorities, the researcher will

subject his study to a plagiarism software.

 Moreover, In the conduct of the study, ethical considerations will be considered.

By asking permission to the Schools Division Superintendent regarding the study

conducted. Responses from the checklist and the result of the data answered by the

respondents. The result of the study will be protected and these remain confidential using

codes. Informed consent and permission were utmost concern and practised throughout

the study. Explain to respondents /participants the purpose of study which is professional

and educational.
 BIBLIOGRAPHY

A. Books

Abayao, L. (2014). The Philippines Indigenous Peoples' Core Curriculum. U.P. Forum.

Bass, J. (2010). The non-formal education and migration of the Aeta, an

indigenous tribe in the Philippines

Castagno and Brayboy. (2008); Linear Thinking and Knowledge with Indigenous
Traditional Circular and Spiritual Knowledge.

Deloria and Wildcat. (2001); Traditional Natives Values and Ways of Thinking for
Modern Youth.

Fiagoy, G. L. (2000). Adult Education and Indigenous Peoples in the Philippines:

International Survey on Adult Education for Indigenous Peoples. . Hamburg,
Germany: UNESCO Institute for Education.

Lampert, J (2005).The teaching that matters: merging our beliefs with our
professional practice in the classroom‟, in J Phillips & J Lampert (eds), Introductory
Indigenous studies in education: the importance of knowing, Pearson, New South
Wales, pp. 83-10

Ortiz-Luis, M. J. P. G. (2016). Relevant Learning for Indigenous Filipinos

McCarty T.L., & Nicholas, S.E. (2014). Reclaiming Indigenous Languages: A

Reconsideration of the Roles and Responsibilities of Schools. Review of Research
in Education, volume 38. doi: 10.3102/0091732X13507894

Reagan, T. (2005). Non-western educational traditions: Indigenous approaches

to educational thought and practice. Mahwah, New Jersey: Lawrence Erlbaum.

Smith, K.E.I. (2008). Comparing State and International Protections of

Indigenous Peoples’ Human Rights. American Behavioral Scientist, volume 51.
Doi: 10.1177/0002764208318933

United Nations. (2007). United Nations Declaration on the Rights of Indigenous

Peoples. Retrieved from
http://www.un.org/esa/socdev/unpfii/documents/DRIPS_en.pdf

Vygotsky, L. S. (1978). Mind in society: The development of higher psychological

processes (M. Cole, V. John-Steiner, S. Scribner, & E. Souberman, Eds.).
Cambridge, MA: Harvard University Press.
B. Journal and Unpublished Thesis and Dissertation

Andaya, O.J.F. (2014). Factors that affect the mathematics achievement of

students of Philippine Normal University-Isabela Campus, Researchers World
Journal of Arts, Science and Commerce, Volume V, Issue 4, October, pp 84-90.

Barry, J. (2005); The Effect of Socio-economic Status on Academic Achievement

of Students of Wichita State Universities.

Bird, C. P., Lee, T.S., & Lopez, N. (2013). Leadership and Accountability in
American Indian Education: Voices from New Mexico. American Journal of
Education, volume 119. Retrieved from
http://www.jstor.org/stable/10.1086/670959

Cerecer, P. D. Q. (2013). The Policing of Native Bodies and Minds: Perspectives

on Schooling From American Indian Youth. American Journal of Education,
volume 119. Retrieved from http://www.jstor.org/stable/10.1086/670967

Mangaliman, R.A. (2004). Factors affecting student’s failures in mathematics,

Unpublished Masteral Thesis, Saint Louis University, Baguio City, Philippines.

C. Order and Memoranda

DO 62, S. 2011 – ADOPTING THE NATIONAL INDIGENOUS PEOPLES (IP)

EDUCATION POLICY FRAMEWORK

DO 32, S. 2015 – ADOPTING THE INDIGENOUS PEOPLES EDUCATION

CURRICULUM FRAMEWORK.
 APPENDIX B
SURVEY QUESTIONAIRE

THE IMPLEMEMTATION OF INDIGENOUS PEOPLES EDUCATION

OF CABADBARAN CITY DIVISION

Name: (Optional)_________________________________________

Part I. Level of Implementation of Indigenous Peoples’ Education

Directions: Please check the box that best describe to the indicators being presented.

Verbal Description Scale Meaning

Fully implemented
Partially implemented
Moderately implemented
Slightly implemented
Not implemented
5 100% implemented the IPEd
4 75% implemented the IPEd
3 50% implemented the IPEd
2 25% implemented the IPEd
1 0% implemented the IPEd

INDICATORS 5 4 3 2 1
1. Curriculum designs, competencies and content
a. Anchors the learning context on the ancestral
domain, the communities worldview and its
indigenous cultural institutions
b. Respects the community’s expression of
spirituality as part of the context
c. Emphasizes competencies that are needed to
support the development and protection of the
ancestral domain
2. Learning Facilitators
a. The DepEd hires teachers who are IP member
b. The teacher attends training on IPEd
c. The teacher supports the implemented program
on IPEd
3. Teaching Methodologies
 a. The spiritual dimension of teaching and learning
IKSPs shall be recognized and included in learning
activities
b. Recognizing that the main transmitters of IKSPs
are the culture bearers who support appropriate
methods in teaching
c. Teaching strategies are inherent to the ILS of the
community
4. Learning and Environment
a. Classrooms are designed to maximize the
ancestral domain as relevant venues and
settings for learning
b. Respect human rights and cultural diversity
c. Promote awareness and appreciation of the IP’s
cultural heritage and history
5. Learning Resources
a. Culturally generated resources are not limited to
artifacts, stories, songs, dances, musical
instruments but ancestral domain is, by itself is a
source of learning resources as well
b. Language used in instructional materials
highlights the use of their mother tongue
(indigenized)
c. Develop instructional materials shall be agreed
with the community to protect community’s
intellectual property right.