INDIGENOUS PEOPLES’ CORE CURRICULUM IN THE PHILIPPINES

SCHEDAR D. JOCSONDepartment of Filipino and Philippine Literature

College of Arts and Letters University of the Philippines Diliman

Background of the studyAn analysis of the Philippines’ response to different international ratifications and memorandums on preserving culture and language◦ UN Declaration of Human Rights◦ UN Millennium Development Goals for 2015◦ ASEAN-SEAMEO Memorandum of Understanding

on MDG-EFA

Assessment of the UN MDG for stakeholders

Aims of the study

See the BALS ‘s materials for the Basic Literacy Program for the Indigenous PeoplesLook at the role of the National Commission for Indigenous Peoples in educating the IP communitiesEvaluate the program of the Philippines’ participation in MDG-EFA 2015 for the IP communities

IP Situation in the Philippines160+ different ethnolinguistic groups with more than 500 IP communities On a threat of losing identity and language◦ Internal factors◦ External factorsDifferent government agencies aimed at the preservation, promotion and safeguarding the IPs◦ NCIP (through IPRA 1997)◦ NCCA◦ DepEd

Educational Situation of the IP communities in the Philippines

2.5 million IP children Lives in remote areas where public schools offer limited servicesChildren are unable to access education that is relevant or responsive to their own culture (Basic Education Curriculum rev. 2004)Considered at-risk of dropping-out due to poverty or distance from public schoolsExisting programs are usually spearheaded by NGOs and church-based organizationsSchools used as pilot areas are handled by a government agency

Number of enrolled IP students in the public school system

294,444

433,106

521,181

86,771

117,684

127,508

0

100,000

200,000

300,000

400,000

500,000

600,000

700,000

SY 2006-2007 SY 2007-2008 SY 2008-2009

Num

ber

of s

tude

nts

Chart Title

High SchoolElementary

NCIP - EDUCATIONAL ASSISTANCE PROGRAM FINANCIAL ASSITANCE GIVEN:

Basic EducationElementary

Php 1,000/student/school yearSecondary

Php 2,500/student/school year

Tertiary Education

CollegePhp 5,000/student/semester

GraduatePhp 5,000/student/semester

School Year Total Fund Allocation

Total number Grantees

1999-2000 65 M 9,728

2000-2001 65 M 10,722

2001-2002 65 M 10,034

2002-2003 65 M 10,356

2003-2004 84.07 M 11,222

2004-2005 30 M 9,135

2005-2006 52.621 M 11,989

2006-2007 52.621 M 13,154

2007-2008 84.621 M 14,142

2008-2009 116.621 M 14,182

2009-2010 116.621 M 13,498

DepEd Bureau of Alternative Learning Systems (BALS)Programs

Accreditation and Equivalency ProgramAlternative Learning Systems for Differently-Abled PersonsBalik-Paaralan para sa Out-of-School AdultsFamily Basic Literacy ProgramRadio-Based Instruction ProgramMobile LibraryBasic Literacy Program

The Basic Literacy Program

Functional Literacy - A range of skills and competencies-cognitive, affective and behavioural which enables individuals to◦ live and work as human persons◦ Develop their potential◦ Make critical and informed decisionsReduction between the division among orally literate yet illiterate societies with literate societies through the standardized medium of writingMajor indications of functional literacy◦ Communication skills◦ Problem solving and critical thinking◦ Development of self and community◦ Ecologically sustainable economics◦ Expansion of one’s world view

The Indigenous Peoples Core Curriculum

DepEd curricula does not respond the specific needs of IPIP communities seldom or never consulted in curriculum developmentAlienation of language (use of Filipino and English as the medium of instruction)IP curricula offered by other organizations are not recognized by DepEd

The Indigenous Peoples Core Curriculum

National IP ForumPresentation and Finalization of IP Core

Curriculum and Core MessagesDevelopment of IP Basic Literacy Learning Materials and Functional Literacy ModulesDevelopment of Session guidesTranslation of BLLM, FLM and Session guidesTraining of IP Facilitators

IP-focused Education Framework (from NCIP)

Development

ProtectionEmpowerment

Ancestral Domains

Self Governnance

Cultural Integrity

IP EDUCATION

The Indigenous Peoples Core Curriculum

Core Messages Learning Strands

Family Life Communication Skills

Health, Sanitation and Nutrition Problem Solving and Critical Thinking

Civic Consciousness Development of Self and of the community

Economics and Income Practical Ecological and Sustainable Resources

Environment Expanding One’s World View

Mothercraft Pagsasarili

Generic Modules for IP Core Curriculum 13 Basic literacy and numeracy levels◦ Cleanliness: Important to One’s Health◦ New Technology, Prospering Community◦ Do You Love Your Community?◦ Our Ancestral Land, Cradle of the Ethnic ◦ My Rights, My Responsibilities◦ Do You Have the Abilities?◦ When You Learned and Woke up from Reality◦ Precaution on the Roads◦ Let’s Unite Philippines◦ Your Abilities Bring Forth Success◦ Know Your Letters◦ Try This Regimen◦ One’s BodyWritten in 8 languages (Bagobo, Butuanon, Hanunuo, Iraya, Mandaya, Manobo, Western Subanon)

Generic Modules for IP Core Curriculum

Mandaya BLLM Lesson 3: Sounds and Alphabet

Generic Modules for IP Core Curriculum

Batang paslit, kahit makulitKailangan ng alaga at tunay na pag-ibig.

From the Module My Rights, My Responsibility

Anak diit-diit, subra mauliKailangan alaga hanggan totoo pag-ibigipakaon sa kanya. (Hanunuo)

Generic Modules for IP Core Curriculum From the module, Cleanliness: Important to One’s Health

“Ang mga aralin sa Primer na ito ay nakatuon sa mga karaniwang gawi ng mgakatutubong Ayta sa Zambales tungkol sakalusugan at kalinisan at batay sa pang araw-araw na buhay at karanasan ng mgakatutubo…” (The topic for this primer is based and centered towards the usual practices of the Aytas in Zambalesregarding health and cleanliness and also based on their usual every day life.”

Tell the first letter of the pictures in every box

Generic Modules for IP Core Curriculum

EstudyohanTa:

Mgo Pilipino no mig-imbento to seini bag-o nu panahon.

Eduardo Quisumbing – Iyan naka-diskobre to mgo tambae to talimoghat likatyainyain no mgo kado kado dow bagnot no makarojow.

Roberto del Rosario – Iyan mig-imbento to Sing Along System (SAS) o Karaoke. Kandin isab tu naka-imbento to Treble Voice Color Code (VCC).

Eduardo San Juan – mig-imbento to “Moon Buggy” no pig-gamit ni NielArmstrong, Amerikano no Astronot no pinaka-una no otow no naka-ponhik diyato buyan.

7. Edward Caro– Pilpino no no nakadawat to bantog likat tu amerika no 42 no tuig to pagka-empleyado to NASA.

Manobo Lesson 3: Do You Have the Ability?

Generic Modules for IP Core Curriculum

IP Core Messages lesson on Cultural Rights

BAGOBO

WESTERN SUBANEN

Generic Modules for IP Core Curriculum

Generic Modules for IP Core Curriculum General Obervations◦ Effort was seen in producing such materials and the

process was very rigid (IPCC meetings)◦ Not all of the 13 materials are readily available for

communities◦ Problems with translation and cultural translation◦ problems with representations in the pictures◦ Lack of thorough research for the different IP

communities that are the target beneficiaries of the program◦ “text is present, context is lacking”

Importance of Language

Consider the poetics of every languageTranslating a language from the other is also translating the language’s culture from anotherDifference in spoken language and written languageLanguages change through timeDifferences in speech styles among the communities and to the trainers as wellLanguages in the Philippines will make the Philippines’ national language, FILIPINO, dynamic and alive

Recommendations

Strengthen inter-agency participation in pursuing cultural preservationThe development of IP Education◦ Problem of having diverse educational needs of the IP communities◦ Does not sufficiently address the expressed learning and skills, interests and

aspirationsRevisit the basic literacy materials used and recommended by the DepEdand evaluate certain constraintsHave a study on the use of the said materials and document it accordingly ◦ Proper research on the different IP groups for purposes of fair representation

in such translated textsEffective usage of the IPCC as a tool for cultural preservation alongside development, not development onlyHarmony between cultural preservation and development◦ Introduction of sustainable agriculture◦ Re-assess health myths among the IP communities◦ IP communities as agents of positive change in the country

INDIGENOUS PEOPLES’ CORE CURRICULUM IN THE PHILIPPINES

SCHEDAR D. JOCSONDepartment of Filipino and Philippine Literature

College of Arts and Letters University of the Philippines Diliman