Proposed Strategic Directions on Indigenous Peoples’ Education for the Department of Education

Proposed Strategic Directions on Indigenous Peoples’ Education for the Department of Education Roundtable Discussion on Indigenous Peoples’ Education July 5, 2011

Prepared by:

Benjamin D. Abadiano Assisi Development Foundation and Pamulaan Center of Indigenous Peoples’ Education

Contents Introduction

i

Summary

ii

1. Background 1.1. State of Indigenous Peoples’ Education 1.2. Indigenous Education Policy Framework of the Department of Education 1.3. DepEd’s 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

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

20 20 20 20 20 21 21

21 21 22 22 22 22 22 24 26

Introduction

O

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

i

Proposed Strategic Directio for THE Departme DepEd’s Vision and Thrust

An Education System that recognizes

This will be achieved through...

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

With a key focus on...

IPs’ Educa and Know Informati System (K

• Baselin

• Profiling

• Cultura

• Ethno-g and do IKSPs

• Recognition/Accreditation of and support to IP community schools

• Publica Inform Dissem

• Allotment and deployment of IP teachers

• Website

• Recognition of IP knowledge holders/local teachers • Linkage with various stakeholders & partners • Creating mechanisms on sustainability

• IKSP Hu

• IPs’ Edu Establis Visayas

• Setting Up of Income Generating Projects

Measuring Efficiency and Impact by...

ii

Improved outcome in: Policy Implem School Mana Public awaren

on on Indigenous Education tment of Education

s, protects and promotes the rights and welfare of ICC/IP

ation Centers wledge and ion Management KIMS)

ne data

g

Capacity Building and Formation • Awareness Building and IP Culture Sensitivity Workshop

Creation of culture sensitive learning approaches, processes and Environment • Reviewing of the DepEd Existing Programs both in the Formal and Alternative Learning Systems

al Mapping

• In-Service and Retooling of Teachers

graphic Research ocumentation on

• Teaching-Learning Strategies

• Curriculum Review and Development

• Cultural Process Research

• Review/Develop books and other learning materials

ation and mation mination

e development

ub Establishment

ucation Centers shment in Luzon, s and Mindanao

• Development of Instructional Materials • Professional Training

• Community Schools support & development

• Volunteer Teaching Opportunities

• School Management

• Immersion Program • Study Tour • Cultural Exchange and Dialogue with ICC/IP Communities

• Production of Books and learning materials • Review/Develop indigenous culture sensitive materials

mentation, Teacher’s knowledge, Skills and attitude on IPs Culture Rights, agement and Systems and Policies, Leadership Community Participation, ness on IP rights and culture

iii

1

Background

1.1. State of Indigenous Peoples’ Education Despite the passage of the Indigenous Peoples’ Rights Act (IPRA) in 1997, the Indigenous Peoples are still considered as among the poorest and most vulnerable sectors in the country today. The table below shows that the regions with significant IP population have higher poverty incidence.

Table 1: Regional Poverty Incidence and IP Population Region

Population (2007 census)

IP Poverty Regional Population incidence Poverty (NCIP (2006 Census) Rank estimate)

% to Population

NCR National Capital Region

11,553,427

7.10

17

730,054

6.32

CAR C o r d i l l e r a Administrative Region

1,520,743

28.80

12

1,470,977

96.73

Region I Ilocos Region

4,545,906

28.20

13

1,206,798

26.55

Region II Cagayan Valley

3,051,487

20.60

14

1,030,179

33.76

Region III Central Luzon

9,720,982

18.80

15

236,487

2.43

Region IV –A CALABARZON

11,743,110

18.70

16

Merged to Region IV-B

Region IV-B MIMAROPA (Mindoro, Marinduque and Palawan)

2,559,791

43.70

3

936,745

6.55

Region V Bicol Region

5,109,798

41.80

4

213,311

4.17

Region VI Western Visayas

6,843,643

31.10

9

168,145

2.46

Region VII Central Visayas

6,398,628

30.30

10

35,767

0.56 -

Region VIII Eastern Visayas

3,912,936

40.70

5

Not indicated

Region IX Zamboanga Peninsula

3,230,094

40.20

6

1,203,598

37.26

Region X Northern Mindanao

3,952,437

38.10

7

1,802,266

45.60

Region XI Davao Region

4,156,653

30.00

11

2,289,268

55.07

Proposed Strategic Direction on Indigenous Peoples’ Education for the Department of Education

Population (2007 census)

Region

IP Poverty Regional Population incidence Poverty (NCIP (2006 Census) Rank estimate)

% to Population

Region XII Socsargen

3,892,081

33.80

8

1,856,300

47.69

Region XIII (CARAGA)

2,293,480

45.60

2

1,004,750

43.81

ARMM Autonomous Region of Muslim Mindanao

4,120,795

55.30

1

730,054

17.72

14,184,645

16.00

TOTAL

88,605,991

Source: 2ND draft Master Plan (IPMAP) of NCIP as of June 2009

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

Philippines

% of IP Population

16.0

Mindanao

Literacy Rate 2003

Participation Rate 2003 – 2004

Cohort Survival Rate 2002 – 2003)

Basic

Functional

Elementary

Secondary

Elementary

Secondary

93.4

84.1

80.3

45.7

69.5

63.9

86.8

76.2

81.1

39.7

60.2

61.7

Region IX Zamboanga Peninsula

37.2

88.9

74.8

82.7

42.1

61.1

62.3

Region X Northern Mindanao

45.6

91.8

83.7

82.5

42.1

61.1

62.3

Region XI D a v a o Region

55.0

90.3

77.8

79.4

43.8

69.6

56.9

Region XII Socsargen

47.6

87.3

77.1

76.9

43.5

53.3

61.9

CARAGA Region

43.8

92.1

81

76.1

41.9

62.3

65.5

ARMM Autonomous Region in Mindanao

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 Report , 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. The school has become a venue for IP children’s 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)

Indigenous Peoples’ Education: “From Alienation to Rootedness,” Consolidated Report by the Episcopal Commission on Indigenous Peoples

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

1.2. Indigenous Peoples’ Education Policy Framework of the Department of Education* This policy document is envisioned to be an instrument for promoting shared accountability, continuous dialogue, engagements and partnership among the Government, IP communities, Civil Society and other stakeholders. Upon adoption, this policy shall be the basis in developing standards, policies and programs on IPs’ Education. This was done through a consultative and participatory process with a series of workshops two regional consultations in Luzon and Mindanao, and a national validation workshop attended by representatives from IP communities, civil society partners. This process ensures that IP communities can claim ownership of this framework.

POLICY FRAMEWORK • It shall be the policy of the Department to maintain an education system that will recognize, protect, and promote the rights and welfare of ICC/IP. • IPs’ education interventions are to be developed and implemented in consultation and cooperation with the IP concerned • This framework seeks to address and incorporate their special needs, histories, identities, languages, knowledge, and other aspects of their culture, as well as their social, economic, and cultural priorities and aspirations Towards this end, the Department shall be guided by seven policy statements: POLICY STATEMENT 1. Ensure the provision of universal and equitable access of all IP to quality and relevant basic education services towards functional literacy for all Activities: • providing culture-responsive basic education services through both the formal school system and alternative learning system Crafted by Basic Education Sector Reform Agenda (BESRA)-TWG on IPs’ Education 2011

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 agency’s 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 nation’s 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

1.3. DepEd’s Response • DepED Order No.101, s.2010 (“The Alternative Learning System (ALS) Curriculum for Indigenous Peoples (IP) Education”) • DepEd Order No.42, s.2004 (“Permit to Operate Primary Schools for Indigenous Peoples and Cultural Communities”) • DepEd Memo No. 346, s.2010 (“Indigenous Peoples Month 2010”)

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

2

Proposed Strategic Directions

2.1. National and Local Leadership, Partnership and Empowerment 2.1.1. Formulation of the Implementing Rules & Regulations (IRR) to implement the IPs’ Education Policy Framework The IP Desk shall prepare and submit the proposed IRR for approval of the DepEd Secretary.

2.1.2. Formulation of National IPs’ Education System The IP Desk shall submit a draft of National IPs’ Education System fro approval of the DepEd Secretary.

2.1.3. Creation of IPs’ Education Task Force/Consortium It acts as a support system to the Secretary and the Department on matters related to the promotion and implementation of IPs’ Education Programs. It will also serve as a venue for discussion and direction setting on IPs’ Education and advocacy.

• National • Regional Cluster • Local Community Composition of the National IPs’ Ed Task Force/Consortium: - DepEd Secretary (1) - DepEd USec (1) - DepEd ASec (1) - DepEd Point Person on IPs’ Education (1) - DeEd PRIME Representatives (2) - NCIP Chairperson (1) - NCIP Head on Education (1) - Civil Society Representatives (3) TOTAL Number of Members: 11 The composition for the regional clusters and local communities would depend on the nature and reality of the area.

Proposed Strategic Direction on Indigenous Peoples’ Education for the Department of Education

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2.1.4. Organization of Local IPs’ Education Council To ensure effective governance and management of community learning system. The council members will be included in the formation activities of their local educators as part of their preparation to eventually assume full responsibility in the operation and management of the community schools and other educational services in the community. It will be helpful if the council will be composed of key stakeholders in IPs’ Education, including representatives of elders, teachers, students/youth, and local government among others. Hopefully, the local councils will likewise be represented in the Municipal Education Committee so that they can advocate and mainstream the IPs’ Education agenda in the local governance processes. It is recommended that the DepEd Secretary write to the DILG Secretary regarding this proposal.

IPs’ Educational Systems Development Each local IPs’ Education Council shall prepare simple manual for the establishment and management of IP learning systems. This manual will serve as guide for planning, implementation, monitoring and evaluation of IPs’ education programs.

2.1.5. Recognition and support of IP community schools The existing community schools shall be recognized by the DepEd based on the approved policy framework.

2.1.6. Prioritizing and Hiring of IP teachers IPs’ Education Graduates must be given priority to teach/ to serve the IP communities. The Department of Education should hire and appoint IPs’ Education Graduates to teaching items/position for IP teachers.

2.1.7. Recognition of IP knowledge holders/local teachers Traditional leaders and knowledge bearers in the IP communities could serve as resource persons in teaching indigenous knowledge systems and practices (IKSPs).

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Proposed Strategic Direction on Indigenous Peoples’ Education for the Department of Education

2.1.8. Creating mechanisms on sustainability Sustainability is also a key concern of this Program. That is why among the strategies recommended is the capacity building of IP’s themselves to become effective educators and education managers of their communities since it is foreseen that they will eventually assume the responsibility of running their own community schools and service programs.

Included in this scheme is the development of local social enterprises that can generate funds for the community education programs. Another scheme is the commitment and partnership among the Department of Education, the Local Government Units and civil society organizations to mainstream IPs’ Education in their policies, plans and programs, so that at the end of the PRIME Program, continuing technical and financial support for IP teachers and students will be provided even without external assistance from PRIME and other agencies.

Leadership and Project Management Skills Training The sustainability of culture based education lies not only in the continuity of the schools but also on the strength of community’s value for education and its way of life. For this reason, training activities will be designed to enhance the capacities of Local IPs’ Education committees/councils to lead and mobilize their communities in supporting school and community activities which uphold the IP culture and way of life.

In addition, IP leaders and educators will also be equipped with skills to set up and manage income generating projects that will provide resources for the continued operations of the school and other educational activities in the community. They will be exposed to other communities and schools that have started their own sustainability projects, so that they can learn lessons from actual experiences.

Setting Up of Income Generating Projects DA, DTI and other institutions will be tapped by the DepEd to support the setting-up of sustainability projects.

Proposed Strategic Direction on Indigenous Peoples’ Education for the Department of Education

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2.1.9. Linkage Building IPs’ Education committees will be assisted to link and forge partnership with various stakeholders for continuing support of their educational programs. The LGU will also be requested to partner by providing counterpart resources for the school site development, school building construction, and subsidy for teacher’s allowances.

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.

2.2.1. Baseline Study and Data Banking

(to be conducted by the IP Desk)

2.2.2. Profiling (to be prepared by the IP Desk) 2.2.3. Cultural Mapping Among the first steps to increase awareness and appreciation of the IP culture is to initiate an IKSP documentation process, and participatory IKSP mapping process. IP communities shall identify the key aspects of their culture that they wish to pass on or teach to their children and youth. The process involves not only an inventory or recording of cultural beliefs and practices but also an analysis and reflection of their relevance to the current reality and vision of the communities.

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

2.2.5. Publication and Information Dissemination

(to be done by the IP Desk)

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.

2.2.8. IPs’ Education Centers Establishment in Luzon and Mindanao The Bagabag and Bukidnon facilities vacated by Summer Institute of Linguistics (SIL) could be potential sites in developing programs similar to that of the PAMULAAN Center for Indigenous Peoples’ Education in Davao City. Both facilities of SIL can be transformed into a more dynamic and productive entity by engaging into various projects/programs that will enhance IPs Knowledge for the advancement of IPs’ Education program. A National Training Center for indigenous Education may be established where teacher training could be held and a repository of IKSP from various groups.

However, this will only be possible if there are organizations willing to support the program both in financial and technical aspect.

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

6. Classrooms

7. Vacant Land

- 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

- the rooms are too small - it needs remodeling - how to make the land more productive?

- 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

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Proposed Strategic Direction on Indigenous Peoples’ Education for the Department of Education

2.3. Capacity Building and Formation To address the inadequate capacity of local educators on IPs’ Education, a training program entitled Local Educators Advancement Program (LEAP) will be organized by DepEd in partnership with other organizations.

This program will provide on-going formation on the IPs’ Education and management systems to facilitators, teachers, para-teachers, school administrators, elders, IPO leaders, and IPs’ Education council members. They will be trained on culture mapping, culture-based curriculum designing, indigenous learning materials development, culture based project management systems, and cultural impact assessment among others.

2.3.1. Awareness Building and IP Culture Sensitivity Workshop There are two (2) areas of awareness that must be addressed to ensure greater success of the indigenous peoples’ education program: 1) awareness within the institution of DepEd and 2) the indigenous communities.

Suggested Modules on IP Sensitivity Program for DepEd teachers: a. The Indigenous People b. History and Culture c. Legal Background d. The IPs Dreams and Aspiration e. The IPs Role in Nation Building Community Awareness is also very crucial in implementing IPs’ Education. The community must be made aware of their responsibility both in the implementation and sustainability of IPs’ Education program to be implemented. The elder knowledge holders/elders can be tapped for this endeavor.

All aspects of planning and activity must engage the stakeholders communities to ensure relevance, integrated support and linkages that can improve the effectiveness of outcomes.

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.

2.3.2. In-Service and Retooling of Teachers A series of training/workshops will be conducted for public school teachers teaching in schools with IP population.

They can even be involved in developing programs that are applicable in the areas where they are teaching.

This can also be conducted in clusters of schools in specific regions.

A trainors-training workshop can be formed to develop the modules to be included.

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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2.4. Creation of culture sensitive learning approaches, processes and environment 2.4.1. Review of the DepEd Existing Programs both in the Formal and Alternative Learning Systems 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.

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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

2.5. Monitoring and Evaluation A monitoring and evaluation system will be set-up to track the progress of the educational program for the IPs. The system will be designed to allow participation of Dep-Ed, civil society organizations and IP communities. It will employ participatory and culturally sensitive methods such as joint performance appraisal visits as well as assessment and reflection workshops among the students, teachers, community leaders, and civil society organizations. An Impact Assessment to be conducted by an external researcher in collaboration with the stakeholders will be done at the end of Program life to draw out lessons learned on designing, implementing, monitoring and evaluating educational program appropriate for the IP culture, vision and current realities.

Measuring Efficiency and Impact Improved outcome in: • Policy implementation, school leadership, management and systems • Teachers knowledge, skills and attitude towards IPs and in advancing their rights • Public awareness on the sacredness and beauty of the IP life and culture

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3

Annexes

3.1. List of Institutions with Existing Programs

on IPs’ Education 3.2. Sample of IPs’ Education System Framework

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3.1. List of Institutions with Existing Programs

on IPs’ Education LUZON Assisi Development Foundation, Inc. Ortigas Center, Pasig city

St. Mary’s University Bayombong, Nueva Vizcaya

Cartwheel Foundation, Inc. Shaw Boulevard, Mandaluyong

TUGDAAN Mangyan Center for Learning and Development Naujan, Oriental Mindoro

CBCP’s Episcopal Commission on IP (ECIP) Intramuros, Manila Holy Spirit Aeta Mission Tarlac City Ifugao State University (IfSU) Lamut, Ifugao ILAWAN Volunteer and Leadership Center Ortigas Center, Pasig City Inter-Peoples Exchange (IPEX) Teacher’s Village, Quezon City Kabalikat ssa Kaunlaran ng mga Ayta (KAKAI) Capas, Tarlac Kalahan Educational Foundation (KEF) Nueva Vizcaya Katutubong Samahan sa Pilipinas (KASAPI) Quezon City

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

Mt. Province State Polytechnic College Tadian, Mt. Province

Nagkakaisang Mga Tribu ng Palawan (NATRIPAL) Palawan

OND HESED Foundation, Inc. Our Lady of Peace Mission Inc. Sitio Gala Resettlement Center, Olongapo, Zambales

Samahang Nagkakaisang Mangyan Alangan (SANAMA) Oriental Mindoro

Oxfam International Manila

Saragpunta Federation of Tagbanuas Palawan

Philippine Association for InterCultural Development Quezon City

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MINDANAO Agtulawon Mintapod Higaonon Cumadon (AGMIHICU) Bukidnon

Indigenous Peoples Apostolate Marbel, North Cotabato

Alternative Forum for Research in Mindanao (AFFRIM) Davao City

MindanaWon Davao City

Apu Pulamguwan Cultural Education Center Sitio Bendum, Malaybalay City, Bukidnon Ateneo de Zamboanga Zamboanga City

Kibangay, Lantapan, Bukidnon

Municipality of Kiamba Saranggani Province PAMULAAN Center for Indigenous Peoples’ Education University of Southeastern Philippines, Davao City

Bukidnon State College Malayabalay City, Bukidnon

Partners for First Peoples Foundation, Inc. Davao City

BukidnonTribal Filipinos Foundation, Inc. Bukidnon

Pyaggaguwan Tribal Learning Center Caraga, Davao Oriental

Coalition of Social Development Organizations of South Cotabato (CSDO-SC) South Cotabato

Sagu-Ilaw School of Indigenous Knowledge and Traditions Bukidnon

Consortium of Community Initiatives on Education for Peace and Development, Inc., Davao City

St Francis Xavier Davao City

Divine Word Manobo Academy Foundation Bunawan, Agusan del Sur

Sta Cruz Mission, Mindanao State University General Santos City

Dumingag Local Government Unit Dumingag, Zamboanga del Sur

Surigao Del Sur State University (formerly Surigao Del Sur Polytechnic State College) Surigao 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

St. Therese of Miarayon High School Miarayon, Bukidnon

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

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3.2. Sample of IPs’ Education System Framework More than ever, the IPs and their communities now see education as their last best hope in pursuing their dream for self determination and genuine development. Having accompanied and assisted a number of IP communities in Luzon and in Mindanao in establishing and sustaining their own schools for many years, ADF/ Pamulaan has seen the emergence of a culture based educational approach.

This approach has evolved through the setting up of the Pamulaan System of Education. The term Pamulaan is a Lumad-Matigsalog term meaning seedbed. This term is used to stress the program’s commitment to root the development of the IP learners in the realities of life and culture. Thus, its educational philosophy is anchored on the so called 4C’s: • Community Vision that articulates the dreams and aspirations of the IP’s towards self-determination, cultural integrity and sustainable development • Current Realities and Challenges that capture the personal, social, and economic development needs of the IPs

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• 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 IP’s With these core elements, IP’s 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 4C’s 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

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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 tribe’s 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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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 one’s identity and culture as manifested by awareness about their tribe’s 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

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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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