This presentation is about Indigenous People Education under of Alternative Learning System in the Philippine.

1. (Indigenous People Education)

2. Indigenous People Education Program (2014)
This is an ALS program that addresses
immediate needs, interest, and aspirations of an
Indigenous People (IP) through the implementation of
a culturally-appropriate and right-based ALS
curriculum.
Philippine Normal University The National Center for Teacher Education South Luzon Campus

3. Indigenous People
A collective term used to refer to Filipinos who have been
differentiated from the rest of Philippine society based on the
persistence until today of their cultural communities and their cultural
practices. Today, they are the descendants of cultural communities who,
in the previous centuries and decades, fought off or evaded the
incursions of colonization and other non-indigenous influences. Other
terms used in the past were “native/netibo.” More culturally-sensitive
local terms used recently are “katutubo” and “lumad.”
Philippine Normal University The National Center for Teacher Education South Luzon Campus

4. Indigenous Cultural Community (ICC)
A collective term used for the various cultural communities
in the Philippines who ascribe themselves and/or are identified as
Indigenous Peoples (IPs). Other terms used in the past for these
groups were: “cultural minorities,” “tribal communities,” and
“tribal Filipinos.” The term “Indigenous Cultural Community”
and “Indigenous Peoples” are considered to be more culturally-sensitive.
Examples of ICCs would be: Kalinga, Agta, Ibaloi, Ati,
Subanen, Mandaya, Hanunuo, Batak, T’boli
Philippine Normal University The National Center for Teacher Education South Luzon Campus

5. Background Laws
• Article II, Section 22 of the 1987 Philippine Constitution,
reiterated in Section 2, Chapter 1 of the Republic Act of 8371
otherwise known as “The Indigenous Peoples Rights Act (IPRA)
of 1997”, declares that the state recognizes and promotes the right
to the ICCs within the framework of the national unity and
development.
Philippine Normal University The National Center for Teacher Education South Luzon Campus

6. Background Laws
Section 30 of the IPRA Law, Chapter VI, under Cultural
Integrity, has a provision on Educational Systems which
indicates that “The State shall provide equal access to various
cultural opportunities to the ICCs/IPs through the educational
system, public or private cultural entities, scholarship grants and
other incentives without prejudice to their right to establish and
control their own educational systems and institutions”. •
Philippine Normal University The National Center for Teacher Education South Luzon Campus

7. Background Laws
EO 356 – Renaming the Bureau of Nonformal Education
(BNFE) to the Bureau of Alternative Learning System (BALS) in
2004 which among others: Mandated the DepEd, through the
BALS, to ensure that all learning needs of marginalized learners
are addressed EFA Plan 2015 (2005) for the ALS to prepare an
action plan for informal interventions relevant to an alternative
learning system (ALS) which hopefully will yield more EFA
benefits
Philippine Normal University The National Center for Teacher Education South Luzon Campus

8. IP FOCUSED CURRICULUM FRAMEWORK
Development
Empower-ment
Protection
Rights
Self
Governanc
Philippine Normal University The National Center for Teacher Education South Luzon Campus
e
Ancestral
Domain
Cultural
Integrity

9. Right-Based Approach (RBA)
Strengthens sustainable development and the exercise of
self-determination in as much as education is supposed to be an
“enabling” (for recognition and empowerment), an “ensuring”
(for protection) and an “enhancing” (for development and
promotion) tool for Indigenous Peoples, their ancestral domains
and their cultural integrity.
Philippine Normal University The National Center for Teacher Education South Luzon Campus

10. Goals of ALTERNATIVE Learning System for the
INDIGENOUS PEOPLE (IP)
1. Develop Indigenous People (IP) Communication Skills.
2. Expand their Problem Solving and Critical Thinking.
3. Acquire Self-esteem and Sense of Community.
4. Practice of Ecological Sustainable Economics.
5. Expanding One’s World View
Philippine Normal University The National Center for Teacher Education South Luzon Campus

11. Thank You for
Listening
Prepared by:
NHEL MART R.
SEGUERRA
BEED-IV-B
Philippine Normal University The National Center for Teacher Education South Luzon Campus