Problems Encountered in the Implementation of Indigenous Peoples Education (IPEd) Program in Agusan del Sur: Basis for Proposed Intervention Program
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.
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