The Implementation of Indigenous Peoples Education (IPED) Program: Towards A Proposed Plan of Action
Arnold C. Reyes
Tarlac State University, Tarlac City, Philippines
The primary objective of this study is to evaluate the implementation of the Indigenous Peoples Education (IPEd) program in the Division of Tarlac Province. Standard questionnaires were used as the primary data gathering tool in this evaluation research method, supplemented by unstructured interviews and documentary analysis. The participants of the study were the teachers and school heads of IPEd Implementing Schools at the elementary level of the Division of Tarlac Province. The researcher applied different research instruments in the study, such as survey- questionnaires backed-up by unstructured interviews to provide some clarification and verify the data collected in the questionnaire. During the interview, more questions were asked to confirm and explain the responses of the participants to the questionnaire. Three (3) experts checked and validated the survey questionnaire used in data gathering: One Education Program Supervisor for Inclusive Education and two Public Schools District Supervisors. It was found in the study that: (1) Most implementing schools have adequate Learning Materials (LMS). In some schools Learning Materials are not sufficient and, in some learning areas, Learning Materials are unavailable. (2) The school screening committee should consult IP customary elders or leaders where the school is situated to verify and better assess the application. However, this is not given considerable attention since a certification from NCIP is already acceptable. (3) Majority of the IPEd teachers obtained training by the Division of Tarlac Province. But training to familiarize with indigenous language and culture are inadequate. It was recommended that: (1) Continuous consultation with Division Inclusive Education Program Supervisor, NCIP, and Community elders to strengthen the existing implementation of IPEd program. (2) During the screening process or interview, the IP elders or leaders may be part of the screening committee to verify that the aspirant IPEd teachers fully understand their culture and practices and measure their effective communication skills. (3) Provide training for teacher to incorporate their methods of teaching with the dominant language in the community. Customary Elders and IP leaders may seek their knowledge and skills by inviting them to be resource people at school-based or district-wide training.
Keywords: Indigenous Peoples Education, Curriculum, Indigenous People, IPEd Program