Problems Encountered in the Implementation of Indigenous Peoples Education (IPEd) Program in Agusan del Sur: Basis for Proposed Intervention Program
Abstract
The study aimed to know the problems encountered by the implementers in implementing the Indigenous Peoples Education (IPEd) Program. The researcher employed a descriptive survey using a research-made questionnaire to gather the data from the implementers of the IPEd Program. Frequency distribution, percentage, ranking, weighted mean with adjectival description, and t-test were used in the data analysis. Based on the study, most implementers came from Bisaya and Cebuano groups with minimal training related to the program. Most of the beneficiaries are males, a recipient of either RCCT or MCCT, with a monthly income categorized in the poverty line. The family is dependent on the environment as farmers. The implementing schools are classified as multi-grade, and additional facilities are needed since the enrolment is increasing. The budget depends on the enrolment of learners; however, other stakeholders also help financially in the schools. There is no significant difference between the problems encountered as perceived by the implementers at a 0.05 level of significance. The problems are more on the absence of culture-based learning materials, and teachers have no expertise in indigenizing the lesson. Hence, there is a need to address the various problems encountered by the implementers and may consider the proposed intervention program for the extensive implementation of the IPEd program.
References
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Santoro, N., Reid, J. A., Crawford, L., & Simpson, L. (2011). Teaching Indigenous Children: Listening To And Learning From Indigenous Teachers. Australian Journal of Teacher Education, 36(10), 65–76. https://doi.org/10.14221/ajte.2011v36n10.2
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United Nations Office of the Special Adviser on Gender Issues and Advancement of Women & the Secretariat of the United Nations Permanent Forum on Indigenous Issues. (2010). Gender and indigenous peoples' education. https://www.un.org/esa/socdev/unpfii/documents/BriefingNote3_GREY.pdf
Zheng, G. (2014). Establishing Multicultural-Oriented Teacher Education System: An Empirical Research on Cultural Conflicts between Teachers and Students in Tibet. Open Journal of Social Sciences, 02(06), 409–416. https://doi.org/10.4236/jss.2014.26047
Coro, E. C. (2016). Quality work life of public school teachers [Unpublished doctoral's dissertation). Surigao del Sur State University.
De Leon, H. S. (2005). Textbook on the Philippine Constitution. Rex Printing Company, Inc.
Department of Education. (2011). DepEd order no. 62 s, 2011: "Adopting the national indigenous peoples (IP) education policy framework." http://www.deped.gov.ph/orders/do-62-s-2011
Department of Education. (2016). DepEd order no. 35, s. 2016: "The learning action cell as a k to 12 basic education program school-based continuing professional development strategy for the improvement of teaching and learning." https://www.deped.gov.ph/wp-content/uploads/2016/06/DO_s2016_035.pdf
Department of Education. (2016). DepEd order no. 50, s. 2016: "Hiring guidelines for teacher I positions in schools implementing indigenous peoples' education effective school year 2016-2017." http://www.deped.gov.ph/orders/do-50-s-2016
Directorate of Primary Education. (2010). Indigenous peoples' framework primary education sector development program 3 (PEDP III): ADB TA NO. 7169-BAN. Ministry of Primary & Mass Education, Government of the People's Republic of Bangladesh. https://www.adb.org/sites/default/files/project- document/62218/4212201-ban-ippf.pdf
Drummond, K. E. & Reyes, A.M. (2018). Nutrition Research: Concepts & Applications [E-book]. In Quantitative Research Designs: Experimental, Quasi-Experimental, and Descriptive (pp. 155–183). Jones & Bartlett Learning.
Eduardo, J. P., & Gabriel, A. G. (2021). Indigenous Peoples and the Right to Education: The Dumagat Experience in the Provinces of Nueva Ecija and Aurora, in the Philippines. SAGE Open, 11(2), 1–13. https://doi.org/10.1177/21582440211009491
Flor, A. G. (2013). Exploring the downside of open knowledge resources: The case of indigenous knowledge systems and practices in the Philippines. Open Praxis, 5(1), 75-80. http://dx.doi.org/10.5944/openpraxis.5.1.15
Great Schools Partnership. (2013). Multicultural Education. In Glossary of Education Reform. http://edglossary.org/multicultural- education/
Korff, J. (2012). Barriers to aboriginal education. https://www.creativespirits.info/aboriginalculture/education/barriers-to-aboriginal-education
Maeda, K., & Okano, K. H. (2013). Connecting indigenous Ainu, university and local industry in Japan: The Urespa Project. The International Education Journal: Comparative Perspectives, 12(1), 45-60. ISSN 1413-1475
National Government Portal. (1997). Republic Act No. 8371, also known as "The Indigenous Peoples' Rights Act of 1997." Retrieved from http://www.gov.ph/1997/10/29/republic-act-no-8371/
National Government Portal. (2013). Republic Act No. 10533, also known as the "Enhanced Basic Education Act of 2013. https://www.officialgazette.gov.ph/downloads/2013/05may/20130515-RA-10533-BSA.pdf
National Government Portal. (2016). Education comes to the indigenous peoples of Mindanao. https://www.officialgazette.gov.ph/2016/08/24/education-comes-to-the-indigenous-peoples-of-mindanao/
Office of the United Nations High Commissioner for Human Rights (n.d.) Convention on the Rights of the Child of 1989. Retrieved from http://www.ohchr.org/en/professionalinterest/pages/crc.aspx
Office of the United Nations High Commissioner for Human Rights. (2009). Quality education for indigenous peoples. http://www.ohchr.org/EN/NewsEvents/Pages/QualityEducationForIndigenousPeoples.aspx
Oxtero, I. A. (2018). Implementation of Indigenous Peoples Education (IPEd) Program in DepEd Esperanza, Agusan del Sur [Unpublished master's thesis]. Surigao del Sur State University.
Plant, R. & Chakma, K. N. (2011). Regional: Targeted capacity building for mainstreaming indigenous peoples' concerns in development. Asian Development Bank. https://www.adb.org/sites/default/files/project-document/79232/39356-012-reg-tacr-01.pdf
Pondar, M.J. G. (2013). The implementation of mother tongue in basic education [Unpublished master's thesis]. Surigao del Sur State University.
Santoro, N., Reid, J. A., Crawford, L., & Simpson, L. (2011). Teaching Indigenous Children: Listening To And Learning From Indigenous Teachers. Australian Journal of Teacher Education, 36(10), 65–76. https://doi.org/10.14221/ajte.2011v36n10.2
United Nations. (2008). United Nations declaration on the rights of indigenous peoples. www.un.org/esa/socdev/unpfii/documents/DRIPS_en.pdf
United Nations Department of Public Information. (2014). Indigenous peoples in the Asian region: Thirteenth session of the UN Permanent Forum on Indigenous Issues. https://www.un.org/esa/socdev/unpfii/documents/2014/press/asia.pdf
United Nations Development Programme. (n.d.). Sustainable Development Goals. UNDP. https://www.undp.org/sustainable-development-goals
United Nations Office of the Special Adviser on Gender Issues and Advancement of Women & the Secretariat of the United Nations Permanent Forum on Indigenous Issues. (2010). Gender and indigenous peoples' education. https://www.un.org/esa/socdev/unpfii/documents/BriefingNote3_GREY.pdf
Zheng, G. (2014). Establishing Multicultural-Oriented Teacher Education System: An Empirical Research on Cultural Conflicts between Teachers and Students in Tibet. Open Journal of Social Sciences, 02(06), 409–416. https://doi.org/10.4236/jss.2014.26047
Published
2022-06-30
How to Cite
OXTERO, Irish Angcao.
Problems Encountered in the Implementation of Indigenous Peoples Education (IPEd) Program in Agusan del Sur: Basis for Proposed Intervention Program.
Asian Journal of Research in Education and Social Sciences, [S.l.], v. 4, n. 2, p. 98-125, june 2022.
Available at: <https://myjms.mohe.gov.my/index.php/ajress/article/view/18424>. Date accessed: 02 oct. 2023.
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