Professional Documents
Culture Documents
Prepared by:
Benjamin D. Abadiano
Assisi Development Foundation and Pamulaan Center of Indigenous Peoples Education
Contents
Introduction Summary 1. Background 1.1. State of Indigenous Peoples Education 1.2. Indigenous Education Policy Framework of the Department of Education 1.3. DepEds Response 2. Proposed Strategic Directions 2.1. National and Local Leadership, Partnership and Empowerment 2.1.1. Approval and Implementation of IPs Education Policy Framework 2.1.2. Formulation of National IPs Education System 2.1.3. Creation of IPs Education Task Force/ Consortium 2.1.4. Organizational of Local IPs Education Council 2.1.5. Recognition and support of IP community schools 2.1.6. Allotment and deployment of IP teachers 2.1.7. Recognition of IP knowledge holders/ local teachers 2.1.8. Creating mechanisms on sustainability 2.1.9. Linkage Building 2.2. IPs Education and Knowledge and Information Management System (KIMS) 2.2.1. Baseline Study and Data Banking 2.2.2. Profiling 2.2.3. Cultural Mapping 2.2.4. Ethno-graphic Research and documentation on IKSPs 2.2.5. Publication and Information Dissemination 2.2.6. Website development 2.2.7. IKSP Hub Establishment 2.2.8. IPs Education Centers Establishment in Luzon and Mindanao 2.3. Capacity Building and Formation 2.3.1. Awareness Building and IP Culture Sensitivity Workshop 2.3.2. In-Service and Retooling of Teachers 2.3.3. Teaching-Learning Strategies 2.3.4. Cultural Process Research 2.3.5. Development of Instructional Materials i ii 4 8 11 13 13 13 13 14 14 14 14 15 16 16 16 16 16 16 16 16 17 17 19 19 20 20 20 20
2.3.6. Professional Training 2.3.7. Volunteer Teaching Opportunities 2.3.8. Immersion Program 2.3.9. Study Tour 2.3.10. Cultural Exchange and Dialogue with ICC/ IP Communities 2.4. Creation of culture sensitive learning approaches, processes and environment 2.4.1. Reviewing of the DepEd Existing Programs both in the Formal and Alternative Learning Systems 2.4.2. Curriculum Review and Development 2.4.3. Learning Materials Development and Community Schools 2.4.4. Community Schools Support and Development 2.4.5. Develop Capacity of School Management 2.4.6. Production of Books and Learning Materials 2.4.7. Review/Develop Indigenous Culture Sensitive Materials 2.5. Monitoring and Evaluation 3. Annexes 3.1. List of Institutions with Existing Programs on IPs Education 3.2. Sample Brochures on IPs Education Programs
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Introduction
n 5 July 2011, Bro. Armin Luistro, Secretary of the Department of Education (DepEd) convened roundtable discussion on Indigenous Peoples Education. It was attended by representatives both from the Civil Society Organizations and the Government who are advocating and implementing programs on indigenous peoples education. The sole purpose of that meeting was to consult the stakeholders in identifying mechanisms where government and the civil society can work hand in hand in advancing the rights and welfare of the indigenous peoples through education. This document is an attempt to put together all the ideas, suggestions and recommendations from the participants of the said meeting, including various IP support groups including that of the National Commission on Indigenous Peoples, NCC, ECIP and IP Community Schools. This document therefore is only a working paper which may be used by the Department of Education as reference material for planning and crafting of strategic programs on Indigenous Peoples Education in the Philippines.
Benjamin a. aBadiano
An Education System that recognizes National and Local Leadership, Partnership and Empowerment
Approval and Implementation of IPs Education Policy Framework Formulation of National IPs Education System Organization of Local IPs Education Council Creation of a Consultative Body/Consortium Recognition/Accreditation of and support to IP community schools Allotment and deployment of IP teachers Recognition of IP knowledge holders/local teachers Linkage with various stakeholders & partners Creating mechanisms on sustainability Setting Up of Income Generating Projects
Baselin
Profiling
Cultura
Website
IKSP Hu
ii
ne data
al Mapping
Review/Develop books and other learning materials Community Schools support & development School Management Production of Books and learning materials Review/Develop indigenous culture sensitive materials
e development
ub Establishment
mentation, Teachers knowledge, Skills and attitude on IPs Culture Rights, agement and Systems and Policies, Leadership Community Participation, ness on IP rights and culture
iii
Background
2,559,791
43.70
4 9 10 5 6 7 11
Proposed Strategic Direction on Indigenous Peoples Education for the Department of Education
Region Region XII Socsargen Region XIII (CARAGA) ARMM Autonomous Region of Muslim Mindanao TOTAL
IP Poverty Regional Population incidence Poverty (NCIP (2006 Census) Rank estimate) 33.80 45.60 55.30 8 2 1 1,856,300 1,004,750 730,054 14,184,645
In most cases, the IPs have been pushed to the hinterlands since the arrival of the colonizers and later of migrants from the islands of Luzon and the Visayas to Mindanao. Isolated by distance and the lack of transportation and communication, IP communities in far-flung villages continue to be deprived of the basic necessities for survival, and bypassed by development. One of the crucial services that the IPs are deprived of is education. Although there is no available disaggregated data on IPs Education in the country, government reports indicate that regions with considerable IP population have relatively low participation and survival rates in education. Table 2: Literacy, School Participation and Cohort Survival
Area % of IP Population Literacy Rate 2003 Basic Functional Participation Rate 2003 2004 Elementary Secondary Cohort Survival Rate 2002 2003) Elementary Secondary
Philippines Mindanao Region IX Zamboanga Peninsula Region X Northern Mindanao Region XI D a v a o Region Region XII Socsargen CARAGA Region ARMM Autonomous Region in Mindanao
16.0
93.4 86.8
37.2
88.9
45.6
91.8
83.7
82.5
42.1
61.1
62.3
77.8 77.1 81
17.7
70.2
62.9
89.1
26.7
47.5
66.6
Proposed Strategic Direction on Indigenous Peoples Education for the Department of Education
According to a World Bank Report1, few IP children in Mindanao are able to access education through public elementary schools situated either in mixed communities where the IPs are a minority or in hard to reach, poor and conflict-affected areas. As such these schools are really in need of improvement in facilities, safe water supply, equipment, books and teachers with competencies and dedication to go and stay in these difficult and risky areas. At the same time, the public school system is also seen as insensitive, if not hostile, to Muslim and Indigenous Peoples. More often than not, it alienates the IP learners from their cultures and traditions, faith, values and life systems.2 The school has become a venue for IP childrens discrimination by teachers, fellow students and other people around them because of their language, the way they dress, different outlooks and their generally slower capacity to adjust to the new system of communication and pattern of thinking. Often times they are labeled as slow learners and treated as inferior to other groups. Furthermore, school activities in several IP villages are often disrupted by the intermittent clashes between government and rebel forces. Schools and their surrounding areas are usually converted into camps and resting place by the military or rebels during their operations. They also serve as evacuation centers for families displaced by heavy fighting and caught by the crossfire for a prolonged period. Because of the above conditions, a high drop-out rates and low completion rate remain a significant problem among IP children who could manage to go to school. And worst of all, many of them are continually abandoning their IP culture and traditions to avoid discrimination. Meanwhile, many parents and youth, who have not gone to school or have not continued their schooling, do not have the resources
Joint Needs Assessment for Reconstruction and Development of Conflict-Affected Areas in Mindanao, Human Development Report, Vol. II (The Report was produced jointly by the Government of the Philippines, International Funding Agencies, and Mindanao Stakeholders, 2005)
1
Indigenous Peoples Education: From Alienation to Rootedness, Consolidated Report by the Episcopal Commission on Indigenous Peoples
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Proposed Strategic Direction on Indigenous Peoples Education for the Department of Education
knowledge and skills, infrastructure, appropriate technology to effectively confront the new forms of challenges facing them. A few, who have gone to or graduated from high school or college, usually leave their communities to look for greener pasture in the metropolis, and more often than not, are dissociated from the concerns of their tribe. Many, who are left in their homeland, are still lost and overwhelmed by the rapid changes in their social and natural environment in order to survive and become a part of the continuing process of development. Their low literacy skills and inadequate access to information are being exploited by interest groups, who come and lure their leaders to accept extractive development activities that in the long term will destroy their land, natural resources, and consequently, their way of life. Recognizing the sad state of IPs Education in Mindanao, the Department of Education (DepEd) and Australian government piloted an enhanced and indigenized basic education program for the public elementary and secondary schools in Region XI through the Basic Education Assistance for Mindanao (BEAM)-Institute on IPs Education (IIPE) Project in 2005. The project crafted an indigenized curriculum with the assistance of tribal elders and community leaders in the IP communities involved. Since the implementation of the indigenized curriculum, the number of enrollment in the region has been dramatically increased from less than one thousand in the school year (SY) 2005-2006 to SY 20082009 to more than five thousand in the SY 2009 2010. Despite this achievement, the initiatives of BEAM-IIPE have not been upscaled to cover the other regions in Mindanao and in the country due to lack of policy support and resources. At the national level, in 2009, a Technical Working Group (TWG) was formed by the DepEd to work on a National Policy Framework on IPs Education as basis for a more systematic effort to promote an appropriate and quality education system for the Indigenous Peoples of the Philippines and to contribute to the Education for All Millennium Development Goal (EFA-MDG). A draft national policy framework has been formulated and validated in both regional and national levels, which has been signed and approved by Sec. Luistro last August 2011.
Proposed Strategic Direction on Indigenous Peoples Education for the Department of Education
Proposed Strategic Direction on Indigenous Peoples Education for the Department of Education
using basic education service contracting and other publicprivate partnership (PPP) schemes expanding both supply- and demand-side interventions and diversified as needed gathering in an appropriate and timely manner relevant data needed from schools, learning centers, and education programs/projects for the effective planning & implementation of IPs Education 2. Adopt appropriate basic education pedagogy, content, and assessment through the integration of Indigenous Knowledge Systems and Practices (IKSP) in all learning areas and processes Activities: giving due recognition to and promote the sustainability of indigenous learning systems prioritizing the further development and implementation of the following in schools, learning centers, and other learning services with enrolled IP learners: a) mother tongue-based multilingual education (MTB-MLE); b) culture-responsive education for sustainable development and c) alternative modes of instructional delivery and assessment schemes to address the peculiar needs of IP learners 3. Provide adequate and culturally-appropriate learning resources and environment to IP learners Activities: ensuring the proper selection and development of textbooks and other supplementary learning materials provided to IP learners putting in place a policy that would promote the establishment and maintenance of culture-responsive educational infrastructures, learning environment and spaces encouraging and supporting documentation and research activities by IP on their own history, knowledge, practices, and other aspects of cultural heritage upholding and advocating the protection of the intellectual property rights of IP in pursuing this policy
Proposed Strategic Direction on Indigenous Peoples Education for the Department of Education
4. Strengthen the hiring, deployment, and continuous development of teachers and learning facilitators in the implementation of its IPs Education Program Activities: reviewing, harmonizing, and aligning its teacher education and development policies consistent with the National Competency-Based Teacher Standards (NCBTS), MTB-MLE Policy, Localization Law (Republic Act No. 8190), and other relevant laws and issuances to support affirmative action responding to the learning needs of IP learners pursuing as needed a support program for the training and provision of incentives for teachers assigned in IP communities, especially in isolated and hard-to-reach areas encouraging and mobilizing support for members of IP communities, who may wish to enter the teaching profession, to help them complete the necessary academic preparation and satisfy professional licensure requirements encouraging and supporting participation of community members, especially elders and community knowledge specialists, in the learning process 5. Establish and strengthen appropriate multi-level units within DepEd responsible for planning, implementing, and monitoring IPs Education interventions Activities: strengthening the capacity of its teaching and non-teaching staff across levels to effectively and efficiently manage its IPs Education Program ensuring that adequate financial support sourced from various sources, such as the agencys regular annual budget, the LGU Special Education Fund (SEF), and education projects are readily available to implementing units/entities to ensure smooth implementation and sustainability of education services 6. Expand and strengthen institutional and civil society linkages to ensure proper coordination, knowledge-sharing, and sustainability of the IPs Education Program
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Proposed Strategic Direction on Indigenous Peoples Education for the Department of Education
Activities: maximizing collaboration with NCIP, Indigenous Peoples Organizations (IPO), civil society organizations (CSO), and other public and private institutions, as the mechanism to coordinate, formulate policies, undertake social mobilization and advocacy, mobilize resources, and monitor and evaluate IPs Education interventions and initiatives organizing consultations and dialogues as needed 7. Implement stronger affirmative action to eradicate all forms of discrimination against IP in the entire Philippine educational system Activities: nurturing, among all learners and DepEd teaching and nonteaching personnel, respect for human rights and cultural diversity ensuring that textbooks, supplementary learning materials, and other learning resources are free from discriminatory content and erroneous accounts, descriptions, and visual depictions,, part of the Philippine nations cultural heritage and history these shall be appropriately integrating IP culture and history into the learning content of mainstream schools and learning programs actively promoting compliance with this policy among private schools and other private institutions of learning
Proposed Strategic Direction on Indigenous Peoples Education for the Department of Education
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DepED Memo No. 437, s.2007 (Indigenous Peoples Week Celebration DepEd Memo No. 283, s.2005 (2005 Indigenous Peoples Month Celebration) DepEd Memo No. 300, s.2003 (First Annual Search for Outstanding Indigenous People Leadership (S.O.I.L. Awards)
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Proposed Strategic Direction on Indigenous Peoples Education for the Department of Education
Proposed Strategic Direction on Indigenous Peoples Education for the Department of Education
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1
Proposed Strategic Direction on Indigenous Peoples Education for the Department of Education
Proposed Strategic Direction on Indigenous Peoples Education for the Department of Education
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2.2. IPs Education and Knowledge and Information Management System (KIMS)
A Knowledge and Information Management System (KIMS) on IPs Education will also be designed and pilot-tested to be able to establish basic information on IPs Educational status and IPs Educational services in IP communities, as well as, to track the progress of government and private educational institutions in addressing educational needs of the IPs. Basic information on IPs Educational status will include enrollment, participation and cohort survival rate of formal alternative, and non-formal education programs. As of now, there is inadequate data on IPs Education which can be used for planning and curriculum enhancement.
2.2.4. Ethno-graphic Research and Documentation on IKSPs (to be prepared by the IP Desk)
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Proposed Strategic Direction on Indigenous Peoples Education for the Department of Education
2.2.6. Website development (to be prepared by the IP Desk) 2.2.7. IKSP Hub Establishment
To ensure the appropriate management and utilization of the IKSP based learning materials an IKSP Hub will be establised. The IKSP Hub is a critical component to document, store, publish, and disseminate indigenous knowledge systems, culture based learning materials, and case experiences on IPs Education programs and practices. A major component of the Hub is the development of automated database and web based networking system. The system will be linked with the computers of local partners and other support groups, so that they can easily access resource materials from the Center or in return disseminate their knowledge products and news articles by posting them on-line. At the local level, support will be provided in the setting up of IKSP corners at the community schools, which will serve as a sort of mini-library and museum in the communities. At the same time, the Living Heritage concept of Pamulaan Center may be replicated at the municipal level through the establishment of Municipal IKSP Resource Centers in cooperation with various stakeholders.
Proposed Strategic Direction on Indigenous Peoples Education for the Department of Education
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PRIME-DepEd can be the lead organization in conceptualizing and implementing a short and long-term program for the facility. At the initial stage, DepEd can explore the possibility of tapping PRIMEFund for the refurbishing and purchasing of basic equipments in the library, conference rooms and dormitories. Evaluation of forms SIL Facilities/Properties
PARTICULAR POTENTIALS/ FACILITIES RECOMMENDATION 1. New Dormitories - could be utilized as Lodging houses for participants of training programs to be organized by either DepEd and other agencies/institutions (government agencies, private companies, NGOs, etc.) CHALLENGES - It needs refurbishing and furnishing of basic equipment and facilities.
Basic questions needed to be addressed: - Who will manage the facilities? - Is it a viable business venture? - Who will be the potential clients aside from the DepEd? 2. Old Residences - old and existing residences can be - Most of these facilities are fast utilized as boarding houses for future deteriorating faculty, personnel and staff of the proposed IPs Education Center. - it is quite expensive to maintain such facilities in the long term 3. Library - it could be utilized for the proposed - It needs renovation IKSP hub and KIMS center and repainting 4. Conference Halls - 2 of the conference halls are still intact - it is fast deteriorating - it can accommodate around 50-60 people - it has low ceiling - it needs airconditioning 5. Airplanes - it is best to be offered - old model for sale/ or turn-over to DOTC - too costly for DepEd to maintain - It could be used for the professional training program of teachers and parateachers - It may not be too wise for DepEd to solely manage the whole area
6. Classrooms
- the rooms are too small - it needs remodeling - how to make the land more productive?
7. Vacant Land
- It could be utilized for Agricultural - how to improve the water projects or even in putting-up an supply? Agricultural school - DA or TESDSA or possible partners can be tapped for a convergence /partnership program
1
Proposed Strategic Direction on Indigenous Peoples Education for the Department of Education
Proposed Strategic Direction on Indigenous Peoples Education for the Department of Education
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One of the action agenda is to adopt IP culture-based content and learning models which require teachers to be culture sensitive as well as to hire and continuously train/guide regular and parateachers from the ICCSS. To complement, IP graduates are enjoined to go back and serve their own communities while the IP communities should be strengthened to advocate for their rights to education and other basic services, to control and manage their ancestral domains.
2.3.3. Teaching-Learning Strategies 2.3.4. Cultural Process Research 2.3.5. Development of Instructional Materials 2.3.6. Professional Training
It will be a professional training program for teachers and parateachers coming from the IP communities. They will undergo an intensive and ladderized professional training program from 24 years. This could be implemented in partnership with a state college/university to ensure sustainability of the program.
2.3.7. Volunteer Teaching Opportunities 2.3.8. Immersion Program 2.3.9. Study Tour 2.3.10. Cultural Exchange and Dialogue ICC/IP Communities
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Proposed Strategic Direction on Indigenous Peoples Education for the Department of Education
DepEd must be able to institutionalize the integration of the indigenous knowledge systems and practices with the prescribed learning competencies needed for the IPs holistic development. On the other hand, the department must be exercise flexibility over the requirements to recognize and issue permits for an IP community schools as these have unique circumstances. The following are highly recommended for review to make the IPs Education program of DepEd truly meaningful and responsive to the needs and culture of the people: a. Policies and Guidelines b. Curriculum c. Books and other learning materials We would review all books particularly textbooks that exploits the IPs/ICCs. Such discriminatory opinions, stories and remarks further aggravates the vulnerability of the IPs/ICCs. There is a need to identify all books, journals or documents that violate the cultural integrity of the IPs/ICCs.
2.4.2. Curriculum Review and Development 2.4.3. Learning Materials Development and Community Schools
The pioneering effort in indigenizing curricula and learning materials, establishing IP centers for advocating authentic traditional cultural expressions and community-outreach classes, are laudable and should be replicated in other areas where IPs/ICCS has lost much of their valuable indigenous knowledge systems and practices (IKSPs). Helping the IPs revitalize their IKSPs would further bring back the honor and dignity as distinct communities who greatly contributed to the wealth and national development of our country.
Proposed Strategic Direction on Indigenous Peoples Education for the Department of Education
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Guided by the result of IKSP mapping process, the local curriculum and learning materials will be developed and enhanced for the use of community schools and alternative learning systems.
2.4.4. Community Schools Support and Development 2.4.5. Develop Capacity of School Management 2.4.6. Production of Books and Learning Materials 2.4.7. Review/Develop Indigenous Culture Sensitive Materials
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Proposed Strategic Direction on Indigenous Peoples Education for the Department of Education
Annexes
3.1. List of Institutions with Existing Programs on IPs Education 3.2. Sample of IPs Education System Framework
Proposed Strategic Direction on Indigenous Peoples Education for the Department of Education
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ISLAND GROUP
Balay Ta Kinatakwanan (Tagbanua School of Life) Tending Island, Calamianes Group of Islands in Northern Palawan Broad Initiatives for Negros Development (BIND) Negros Occidental Catholic Social Services Center Diocese of Borongan Eastern Samar Divine Child Academy Lawaan, Eastern Samar Mangyan Heritage Center Calapan, Oriental Mindoro Mangyan Mission Occidental Mindoro Mangyan Mission Oriental Mindoro Nagkakaisang Mga Tribu ng Palawan (NATRIPAL) Palawan Samahang Nagkakaisang Mangyan Alangan (SANAMA) Oriental Mindoro Saragpunta Federation of Tagbanuas Palawan
2
Proposed Strategic Direction on Indigenous Peoples Education for the Department of Education
MINDANAO
Agtulawon Mintapod Higaonon Cumadon (AGMIHICU) Bukidnon Alternative Forum for Research in Mindanao (AFFRIM) Davao City Apu Pulamguwan Cultural Education Center Sitio Bendum, Malaybalay City, Bukidnon Ateneo de Zamboanga Zamboanga City Bukidnon State College Malayabalay City, Bukidnon BukidnonTribal Filipinos Foundation, Inc. Bukidnon Coalition of Social Development Organizations of South Cotabato (CSDO-SC) South Cotabato Consortium of Community Initiatives on Education for Peace and Development, Inc., Davao City Divine Word Manobo Academy Foundation Bunawan, Agusan del Sur Dumingag Local Government Unit Dumingag, Zamboanga del Sur Episcopal Commission on IP Mindanao Kibanggay, Lantapan, Bukidnon Father Vincent Cullen Tulugan Learning Development Center Malaybalay City, Bukidnon Fr. Leoni Mission Foundation Cabanglasan, Bukidnon Indigenous Peoples Apostolate Mati, Davao Oriental Indigenous Peoples Apostolate Marbel, North Cotabato Kibangay, Lantapan, Bukidnon MindanaWon Davao City Municipality of Kiamba Saranggani Province PAMULAAN Center for Indigenous Peoples Education University of Southeastern Philippines, Davao City Partners for First Peoples Foundation, Inc. Davao City Pyaggaguwan Tribal Learning Center Caraga, Davao Oriental Sagu-Ilaw School of Indigenous Knowledge and Traditions Bukidnon St Francis Xavier Davao City St. Therese of Miarayon High School Miarayon, Bukidnon Sta Cruz Mission, Mindanao State University General Santos City Surigao Del Sur State University (formerly Surigao Del Sur Polytechnic State College) Surigao del Sur Society of the Divine Word Agusan Del Sur University of Southern Mindanao Kabacan, North Cotabato Xavier University Literacy Program, Ateneo de Cagayan Cagayan de Oro
Proposed Strategic Direction on Indigenous Peoples Education for the Department of Education
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2
Proposed Strategic Direction on Indigenous Peoples Education for the Department of Education
Culture and Traditions that reflect the Indigenous Knowledge Systems and Practices of the IPs Competencies that include not only knowledge and skills required by the Department of Education but also the values and aptitude which reflect the culture, aspirations and capacity development of IPs With these core elements, IPs learning process is seen as a holistic and lifelong endeavor. It is holistic because it touches the entire way of life of the IPs and involves not only the school, but the community as a whole. It is life-long because it is a continuing experience from birth to old age and is carried out not only in the classroom but also in the daily interaction in the community. To ensure that the abovementioned elements are reflected in the curriculum, a 4Cs mapping is conducted in the community at the outset. The exercise involves the tribal elders and other sectors of the community/tribe, and other local partners. Its outputs are used as the basis in the setting up of a community learning system. This system includes the following aspects: foundational philosophy, programs and activities, management policies and guidelines, local educators formation, financial management and sustainability mechanisms, advocacy networking, monitoring and evaluation mechanisms. Beyond the school system is the empowerment of the community as the main resource in the management of the school system and to promote their rights for cultural integrity, land and ancestral domain, self governance and self determination. To date, Pamulaan education system is being adopted by a network of 80 IP Community Schools in Luzon and in Mindanao that are assisted by the ADF. 54 Early Childhood Education Programs 13 Primary/Elementary Education Programs 1 High School Education Program 1 College Educational Program 11 Adult Education Programs Some of these schools are now effectively managed by the IPs themselves. Having been prepared for sustainability, 35 of these
Proposed Strategic Direction on Indigenous Peoples Education for the Department of Education
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schools will be turned over to the Department of Education and/or to local partners in June 2011. The tertiary education program of the Pamulaan Center for Indigenous Peoples Education is a pioneering effort in mainstreaming culture based education at the college level. The Center is now supporting 90 college students taking up courses on Peace Building, Anthropology, Agriculture and Elementary Education. It also hosts and facilitates training for local educators and IP leaders on various aspects of the IP way of life and learning systems. Because of its leadership in culture and peace sensitive education, the Center is recognized by UNESCO as one of five best innovative educational institutions in Asia. In several communities, ADF has supported the establishment of a modest heritage center as repository of the tribes symbols, tools, artifacts, attire, musical instruments and other products. The celebration of annual community festival has also been encouraged since they are significant events where IP culture and traditions are passed on to younger generations. To further strengthen and widen this experience among the youth, ADF has been organizing for four years now a nationwide IP Youth Peace Congress dubbed as KALINDOGAN in October, the month dedicated to the Indigenous Peoples and communities in the Philippines. Since 2006, Kalindogan was able to gather around 250 500 IP youth coming from more than thirty (30) IP tribes in the Philippines. As a concrete practicum for project management and as part of the sustainability mechanism for the schools, Sustainable Agriculture Learning Farms have been established in the communities where the schools are located. In Mahayag, Bukidnon, for instance, a three hectare farm was set up using diversified farming technologies like land contouring, vegetable and herbal gardening, vermin-culture, organic fertilizer processing, root crop propagation, upland rice propagation, mini nursery, hardwood and fruit tree planting, abaca and bamboo propagation, livestock raising, and fish pond. Built on this, are small-scale livelihood projects that are also indigenous to the tribe like abaca and mat weaving, rattan handicraft, beads making and herbal processing.
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Proposed Strategic Direction on Indigenous Peoples Education for the Department of Education
Feedback and Evaluation of Sample Framework Last June 8-9, 2010 an evaluation workshop was conducted with 34 local partners from the different areas of IPs Education Program in Mindanao. During the workshop, the participants highlighted the following changes experienced by the children, the parents and community as a result of their participation to the program: Increased pride in ones identity and culture as manifested by awareness about their tribes history, ability to speak the mother tongue, and ability to present their traditional dance and songs; Increased ability to read, write, and perform simple mathematical computation; Deeper recognition of the value of education as indicated by active involvement of students, parents and community leaders in the school activities and in the parents-teachers association; Acquisition of knowledge and skills in traditional and contemporary technologies ranging from handicraft making, weaving, sustainable agriculture to bookkeeping and organizational development; Strengthened commitment and capacity to ancestral domain and natural resources as demonstrated by firm stand against the entry of environmentally destructive projects like mining, logging and others Enhanced confidence and responsibility to exercise rights, like voting without help from others and linking with the LGUs and other government agencies to access basic services. The group also identified the following critical factors that were instrumental in the attainment of the above changes: Involvement of tribal elders and community leaders in the educational activities as well as in local school councils
Proposed Strategic Direction on Indigenous Peoples Education for the Department of Education
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Participatory process in resource mapping, planning, decision making, implementation and evaluation of the program to ensure culture sensitivity and community ownership Provision of community counterpart in construction of school building and in the acquisition of school site Presence of community development program that complements other needs of the students, parents, and communities Creation of working committees and parents-teachers association/IPOs that give direction and mandate in the operation and sustainability of the community educational programs Setting up of sustainability schemes, including learning farms and other livelihood activities, as well as forging partnership agreement with DepEd for eventually turn-over of school. Advocacy for community schools to become sanctuary or zones of peace so that school activities will not be disrupted during the operations of the government and rebel forces
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Proposed Strategic Direction on Indigenous Peoples Education for the Department of Education