Indigenous Peoples Education Curriculum Framework

INDIGENOUS PEOPLES
EDUCATION (IPED)
CURRICULUM FRAMEWORK
The State of Education among IPs , The Role of IP Teachers in Educating IP Learners, Hiring Guidelines & Qualifications of
an IP Teacher , Relevant Experiences of an IP Teacher, Guidelines on the Conduct of Activities and Use of Materials
Involving Aspects of Indigenous People Culture, Cultural Diversity, BALS, IKSPS, BESRA, EFA & RBA .
REY JOHN B. REBUCAS, LPT
Instructor

INTENDED LEARNING OUTCOMES:
Elaborate the existing guidelines, policies and procedures in
contextualizing and indigenizing IP Education in the locality;
Discuss IP Education Curriculum Framework and IP
Alternative Learning System; and
Internalize the role, qualifies and experiences of an IP Teacher.

ADOPTING THE INDIGENOUS PEOPLES
EDUCATION
In pursuant to DepEd Order No. 62 “Adopting the
National Indigenous Peoples Education (IPEd) Policy
Framework” and DepEd Order No. 43, s. 2013 entitled,
Implementing Rules and Regulations of Republic Act No.
10533 , known as the Enhanced Basic Education Act of
2013, the Department of Education (DepEd) is adopting the
enclosed Indigenous Peoples Education Curriculum
Framework.

ADOPTING THE INDIGENOUS PEOPLES
EDUCATION
Recognize the right of indigenous people to basic
education which is culturally rooted in localizing,
indigenizing and enhancing the K to 12 Curriculum.
Establishing institutionalized partnership between
indigenous communities and inclusion of their
indigenous knowledge and practices.

INDIGENOUS PEOPLE CURRICULUM
FRAMEWORK
In relation to the global movement for Education for
All (EFA) in which Indigenous People are part of this
advocacy. Education enables the IPs to develop
competencies such as basic literacy and livelihood
education for them to respond to the demand of the
wider society.

INDIGENOUS PEOPLE CURRICULUM
FRAMEWORK
However, DepEd should to address the following:
1. Respect and recognize Indigenous Knowledge System and
practices in school and learning program.
2. To eliminate discrimination from peers and teachers.
3. The need for teachers serving in indigenous communities, to
be adequately oriented and trained so that indigenous cultures
are appreciated and Indigenous cultural practices and values are
not discriminated as “backward”, “inferior” or “primitive.

INDIGENOUS PEOPLE-FOCUSED
Photo Credits: file:///C:/Users/Administrator/Desktop/IPED/indigenouspeopleseducationcurriculum-131119082502-phpapp01.pdf

EDUCATIONAL PHILOSOPHY
K to 12 Basic Education Curriculum centers on
learners focus on lifelong learning, leading a
productive & full of life.
For indigenous learners, making their education
meaningful and relevant. Focus on preserving and
enriching their culture

THE RIGHTS-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.

THE RIGHTS-BASED APPROACH (RBA) TO
EDUCATION

KEY ELEMENTS OF INDIGENOUS PEOPLES
EDUCATION CURRICULUM
A. CURRICULUM DESIGN, COMPETENCY & CONTENT
1. Anchors the context on ancestral domain, and communities world
view, and its indigenous cultural institutions.
2. Includes the respects of community’s expression on spirituality as
part the their curriculum content.
3. Affirms and strengthen indigenous cultural identity.
4. Revitalize indigenous languages.
5. Advancement of IP rights & welfare.

B. TEACHING METHODOLOGIES & STRATEGIES
1. Spiritual dimension is included (rituals).
2.Culture bearers and IKSP (Indigenous
Knowledge Systems and Practices) holders.

C. LEARNING SPACE & ENVIRONMENT
1. Ancestral domain and activities of the
community as relevant venues.
2. Classroom-based sessions.

D. LEARNING RESOURCES
1. Artifacts, stories, dances, songs, musical instruments and etc.
2. Mother Tongue-based learning resources and materials.
3.Instructional materials need to be reviewed by the IKSP
holders and community to protect intellectually property rights
and keeping with related ethical principles and practice.

E. CLASSROOM ASSESSMENT
1. Participation on the members of community in the assessment
process.
2. In accordance to the standards, competencies, skills and concepts
being covered.
3. Community values and culture.
4. Foster lifelong learning competencies in actual community and family
situations.

INDIGENOUS PEOPLES CORE CURRICULUM

THREE WAVES OF CURRICULUM DEVELOPMENT
FOR INDIGENOUS PEOPLES
INDIGENIZATION OF THE CURRICULUM
Curriculum content is adopted from the
community.
LOCALIZATION / CONTEXTUALIZATION OF THE
CURRICULUM
Curriculum content is adapted to the community.
CURRICULUM INDIGENIZATION
Curriculum content is organized, and
implemented by indigenous peoples.

ADVANTAGES OF
LOCALIZING/CONTEXTUALIZING THE
CURRICULUM
(Tomlinson and Masuhara, 2004)
1. Cultural sensitivity
2. Potential for personalization
3. Easy availability of resources
4. Direct relevance of materials to learners
5. Ownership of the developmental process

EXAMPLE OF LOCALIZATION &
INDIGENIZATION
OF THE CURRICULUM
1. Translating popular stories (Si Pagong at
Matsing)to the community’s local language.
2. Local Facts as examples in the lesson such as
local plants in discussing plants, local resources as
teaching tool.

EXAMPLE OF CURRICULUM DESIGN
Photo Credits: file:///C:/Users/Administrator/Desktop/IPED/ipcurriculumframework-151007214000-lva1-app6891.pdf

Photo Credits: file:///C:/Users/Administrator/Desktop/IPED/ipcurriculumframework-151007214000-lva1-app6891.pdf
EXAMPLE OF CURRICULUM DESIGN

MEANINGFUL LEARNING
ENDURING
UNDERSTANDING
CURRENT LEVEL
OF UNDERSTANDING
CONTEXT-DRIVEN
OPPORTUNITIES

A VISION OF LEARNING
UNIFYING SENSE
OF PLURALISM
LEARNERS’ LOCAL
KNOWLEDGE AND
WORLDVIEW
UNDERSTANDING-
FOCUSED LEARNING

SAMPLE GUIDE IN INDIGENIZING THE
CURRICULUMCONTENT AND PERFORMANCE STANDARDS INCLUDING THE LEARNING
COMPETENCIES ARE NON-NEGOTIABLE (FOR ALL IPS AND NON-IPS)
REVIEW THE MODULES/TEACHING GUIDES (NEGOTIABLE)
• LOOK FOR ENTRY TOPICS/SUBJECT MATTER
• INSERT APPROPRIATE IKSP TO THE SUBJECT MATTER
LESSON LOG
• CAPTURE BRIEFLY IKSP INTEGRATION (IP GROUP SPECIFIC)
• VALUES INTEGRATION (AVOID IP-RELATED JOKES)
SUPERVISION OF INSTRUCTION (BY THE PRINCIPAL/DH) MUST LOOK FOR IKSP
INTEGRATION AS EVIDENCES OF COMPLIANCE TO DO 62.
CHALLENGE: COMPILE IKSP-RELATED INSTRUCTIONAL MATERIALS
30

LEARNING STRANDS OF INDIGENOUS PEOPLES (IP)
EDUCATIONLEARNING STRAND ONE – Communication Skills. This strand aims to develop the
ability of the IP learners to access, critically process and effectively make use of
available information in a variety of media to be able to: (a) function effectively as a
member of the family, community, nation and the world; and (b) actively
participate in community and economic development;
LEARNING STRAND TWO – Problem Solving and Critical Thinking. This strand
aims to enable the IP learners to be aware of their own thinking, make critical and
informed decisions, defend their ideas, evaluate the ideas of others and strive for
new ways of solving problems, and do all these in an atmosphere of community
and consensus-building. Through the development of these skills, IP learners will
be able to enhance their personal social effectiveness and improve the quality of
their lives.

EDUCATION• LEARNING STRAND THREE – Development of Self and a Sense of
Community. This strand aims to help the IP learners acquire a
positive sense of self and a sense of community that will lead to
the development of their potentials and enable them to live
harmoniously together and with others.
• LEARNING STRAND FOUR – Practice of Ecological Sustainable Economics.
This learning strand aims to help the IP learners achieve responsible well-
being and ensure active participation in the economic life of the community.
Its framework rests on the understanding that any human community’s life
and existence is anchored on the well-being of the ancestral domain
(resource) on which the community depends.

EDUCATION• LEARNING STRAND FIVE – Expanding One’s World View. This strand aims to
provide an atmosphere for the IP learners to appreciate and practice freely
their own culture and at the same time to be equipped with basic
competencies to face the challenges of a global community and the influx of
change.
• The IP Curriculum is supported by learning resources that are written in
mother tongue. Presently, thirteen (13) of the basic literacy level materials are
written in eight (8) mother tongue and are being used in selected
Community Learning Centers (CLC) of the ICCs.
• The IP Curriculum is to be implemented by trained ALS implementers with IP
learners. Immediate dissemination of and compliance with this Order is
directed.

ALS CURRICULUM
GOAL: FUNCTIONAL LITERACY
•One who can communicate effectively, solve
problems scientifically, creatively and think critically,
use resources sustainably and be productive, develop
himself/herself and his/her sense of community and
expand his/her world view.

BUREAU OF ALTERNATIVE
LEARNING SYSTEM (BALS),
EDUCATION FOR ALL (EFA)
& BASIC EDUCATION SECTOR
REFORM AGENDA (BESRA)

The Bureau of Alternative Learning System (formerly the Bureau of Non-Formal
Education) has been in place even before the 1987 Philippine Constitution. As an office, it
was intended to help Filipino learners gain employment. However, with the expansion of
its scope from non-formal education to alternative learning system, it becomes necessary
to realign its organizational structure and systems to effectively perform its mandate.
The Bureau of Alternative Learning System (BALS) of the Department of Education
(DepED) in its present form was created in September 2004 under Executive Order No.
356 – Renaming the Bureau of Non-Formal Education to Bureau of Alternative Learning
System.
EO 356 reiterated the definition of ALS and it also directed BALS to “provide a systematic
and flexible approach to reach all types of learners outside of the formal school system.”
BUREAU OF ALTERNATIVE LEARNING SYSTEM
(BALS)

VISION
The BALS envisions itself to be the best producer of lifelong learners
among Filipinos.
MISSION
In partnership with other producers of learning, the BALS will
exemplary programs and open learning opportunities to achieve multiple
literacies for all.
STATEMENT OF BALS VISION AND
MISSION

EFA-ALS VISION & MISSION
With the Bureau of Alternative Learning System (BALS), by
the year 2015, the Philippines envision the attainment of a
universal functional literacy brought about by excellence in
non-formal and informal delivery of basic education.
The Alternative Learning System is an instrument to uphold
the learners’ aspiration for further learning and meaningful
participation in the community and society as a whole.

PHILIPPINE EDUCATION FOR ALL (EFA) NATIONAL
ACTION PLAN OF 2006
The 2006 Philippine EFA National Action Plan was designed with the end goal of
achieving functional literacy for everyone. To achieve this goal the plan incorporates
ALS-related commitments such as the following:
A. Develop and strengthen BALS and mandate it to serve as the government agency to
guide the development of the country’s ALS.
B. Make available public funds for ALS programs of GOs and NGOs subject to the
guidelines of BALS.
C. Build and develop a constituency for ALS development.
D. Conduct research and studies to test cost-effective options for delivering quality ALS.

BASIC EDUCATION SECTOR REFORM AGENDA (BESRA)
In 2006, DepEd formulated the Basic Education Sector Reform Agenda (BESRA), a comprehensive
package of policy reforms that are expected to create critical changes to accelerate, broaden, deepen
and sustain the improvement of basic education in the country. Bautista, Bernardo, and Ocampo
(2008) described BESRA as both ambitious and admirable because of its: (1) sector wide-scope, (2)
extensive breadth of analysis and recommendations, and (3) adoption of good practices drawn from
past and present education reform frameworks, (4) use of solid research data from previous studies
and, (5) comprehensive scope of Key Reform Thrusts that indicate desire to address problem areas in
a concerted manner.
BESRA diverges from previous similar wide-scale initiatives like Basic Education Assistance in
Mindanao (BEAM) or Third Elementary Education Project (TEEP) by adopting “the shift from
education as acquisition of knowledge to education as the learning of key competencies – abilities
both cognitive and non-cognitive – that enable successful implementation of tasks with complex
requirements.” This change in direction further precluded the special attention needed by ALS.

INDIGENOUS KNOWLEDGE SYSTEMS
AND PRACTICES (IKSPS) &
POLICIES AND GUIDELINES
CONCERNING INDIGENOUS PEOPLES
EDUCATION
How Indigenous People Education Programs in the Philippines Adapt in a Diverse
Society?

INDIGENOUS KNOWLEDGE SYSTEMS AND
PRACTICES (IKSPS)
IKSPS are local knowledge developed over centuries
of experimentation and are passed orally from
generation to generation. It was found to be an
important catalyst to sustainable development due
to their direct connection to resource management
and conservation.

WHY INDIGENOUS KNOWLEDGE SYSTEMS
AND PRACTICES ARE IMPORTANT?
To instill and preserve the Indigenous People Systems and Practices
for younger Indigenous People generation.
To help us realize that there are different ways of viewing the world,
and gaining knowledge Indigenous People culture and practices.
To protect an endangered way of life.
To learn from Indigenous People perspective and knowledge.

EXAMPLES OF INDIGENOUS KNOWLEDGE
SYSTEMS AND PRACTICES IN A CLASSROOM
SETTINGIn Integrated Science teachers incorporated the traditional ways of
measuring; the use of herbal, botanical plants and insects as medicine;
knowing and preparing native wines / beverages as well as indigenous
health practices.
Integrated Biology teachers made use of IKSPs that concerns the naming
and characterization of trees, shrubs and other plants found on land even
the use of herbal, botanical plants and insects as medicine as well as
maternal and childcare; making of indigenous or native recipes and knowing
and preparing native wines or beverages; and naming and characterization
of birds and other animals found on air and in land.

DEPED ORDER NO.51 S. 2014
GUIDELINES ON THE CONDUCT OF ACTIVITIES AND USE OF
MATERIALS
INVOLVING ASPECTS OF INDIGENOUS PEOPLE CULTURE
• In line with the National Indigenous Peoples Education (IPEd) Policy
Framework (DepEd Order No. 62, s. 2011), particularly the policy
thrusts to “implement stronger affirmative action to eradicate all forms
of discrimination against IPs in the entire Philippine education system”
and to “uphold and advocate the protection of the intellectual
property rights of IPs”, the Department of Education (DepEd) is
adopting the enclosed Guidelines on the Conduct of Activities and Use
of Materials Involving Aspects of Indigenous Peoples Culture.

DEPED ORDER NO.51 S. 2014
GUIDELINES ON THE CONDUCT OF ACTIVITIES AND USE OF
MATERIALS
INVOLVING ASPECTS OF INDIGENOUS PEOPLE CULTURE
Aligned in the Enhance Basic Education Curriculum or K to 12 this guidelines seek
to promote among learners, teaching and nonteaching staff of learning institutions
the following:
2.1 Cultural sensitivity
2.2 Respect for Cultural Diversity and;
2.3 Deeper understanding of the cultural expressions of Indigenous People
These guidelines have been consolidated from a series of consultations conducted
by the DepEd- Indigenous Peoples People Education (IPsEO) with community
elders, leaders and implementers of community-based IPED initiatives.

GUIDELINES ON CULTURAL PRESENTATIONS ,
FESTIVALS AND SIMILAR ACTIVITIES
The purpose of the activity should promote cultural sensitivity and
respect for cultural diversity.
The activity should foster an appreciation of the performance from the
standpoint and standards of the community and avoid inappropriate
comparison and competition.
The activity should not commercialize indigenous culture nor use
financial incentives as undue motivation.

GUIDELINES ON THE USE OF INDIGENOUS
CLOTHING AND RELATED PARAPHERNALIA
Indigenous clothing or garments should not be referred to as costume since
the cultural context of these materials is not for show.
Indigenous clothing and related paraphernalia should not be imitated used
for commercial purposes ,, or made fun of.
For teachers and other DepEd personnel who do not belong to the
indigenous community, the permission of the community should be sought
before wearing their indigenous clothing and related paraphernalia. The
clothing is to be used in accordance with the community’s practice and the
meanings they associate with its use (e.g,, proper occasion, context, etc.)

GUIDELINES ON THE USE OF COMMUNITY
ARTIFACTS
Appropriate permission should be sought before artifact are used for
whatever purpose.
Appropriate permission should be sought when taking pictures or videos of
artifacts.
Reproduction of artifacts should be decided upon by the community.
Understanding the origin and proper use of the artifacts should be a
prerequisite to their use.
Sacred artifacts should not be used for presentation and other activities that
the community deems to be an inappropriate context for their use.

WHAT IS A CULTURAL DIVERSITY
AND WHY IS IT IMPORTANT?
It helps dispel negative stereotypes and personal biases
about different groups. In addition, cultural diversity helps us
recognize and respect “ways of being” that are not necessarily
our own. So that as we interact with others we can build
bridges to trust, respect, and understanding across cultures.

HOW DO YOU PROMOTE CULTURAL
DIVERSITY?Provide positive role models for culturally diverse students;
Introduce students to characters with similar experiences and
emotions;
Convey the richness and beauty of the diverse cultures in the
Philippines;
Reinforce a distinct cultural identity;
Promote multilingual and literacy development;
Inspire learning of other cultures and general cultural knowledge; and
Facilitate acceptance of cultures different from one’s own.

DEPED ORDER NO. 50, S.
2016)
HIRING GUIDELINES FOR TEACHER I
POSITIONS IN SCHOOLS IMPLEMENTING
INDIGENOUS PEOPLES EDUCATION (IPED)
EFFECTIVE SCHOOL YEAR (SY) 2016-2017

BACKGROUND AND RATIONALE
As mandated by the Enhanced Basic Education Act of 2013 (Republic Act
[RA] No. 10533), the K to 12 Basic Education Program seeks to “make
education learner-centered and responsive to the needs, cognitive and
cultural capacity, the circumstances and diversity of learners, schools and
communities” (Section 2.c). It further stipulates that the basic education
curriculum should be culture-sensitive, contextualized, and flexible enough
to enable and allow schools to localize, indigenize and enhance based on
their respective educational and social contexts (Section 5).

Consistent with the National Indigenous Peoples Education (IPEd) Policy
Framework (DepEd Order [DO] No. 62, s. 2011) and RA 10533, DepEd has
institutionalized the IPEd Program as a response to the right of indigenous peoples
(IP) communities to basic education that is responsive to their context, respects
their identities, and promotes the value of their indigenous knowledge,
competencies, and other aspects of their cultural heritage. DepEd recognizes the
central importance of Indigenous Knowledge Systems and Practices (IKSPs) and
Indigenous Learning Systems (ILS) and seeks the integration of IKSPs in all learning
areas. To operationalize this in schools and other education programs, DepEd has
also adopted the IPEd Curriculum Framework (DO 32, s. 2015), which provides
guidance in contextualizing the K to 12 Curriculum specific to the realities and
needs of IP communities.

Recognizing the critical role of teachers in the successful
implementation of DepEd’s education programs, the National IPEd
Policy Framework (DO 62, s. 2011) underscores the need to strengthen
the hiring, deployment and continuous development of teachers to
support the objectives of the IPEd Program (Section 15.d). The IPEd
Curriculum Framework (DO 32, s. 2015) further highlights the need to
respond to specific issues in the deployment of teachers and school
heads to support effective curriculum implementation.

COVERAGE
These guidelines shall be used specifically in the hiring of teachers for
Kindergarten, Elementary, and Junior High Schools (JHS) implementing IPEd, as
identified by the Schools Division Office (SDO), particularly in relation to the
following educational concerns:
2.1 Teaching using the Mother Tongue of an IP community from Kindergarten to
Grade 3
2.2 Contextualization of the curriculum for IPEd in any level from Kindergarten to
Grade 10
2.3 Designing and delivering culturally appropriate teaching-learning sessions as
guided by a contextualized curriculum for IP learners in any level from
Kindergarten to Grade 10

BASIC RULES ON HIRING AND DEPLOYMENT OF
TEACHER POSITIONS
 Public school teachers requesting for transfer to another station are
not considered new applicants and are therefore not subject to these
hiring guidelines. DepEd Order No. 22, s. 2013, otherwise known as
the “Revised Guidelines on the Transfer of Teachers from One Station
to Another,” shall be strictly observed.
Upon a teacher’s appointment, assignment to a station, and
acceptance of the position, he or she shall not be transferred to
another school until after rendering at least three (3) years of service
in that school.

BASIC RULES ON HIRING AND DEPLOYMENT OF
TEACHER POSITIONS
 Residents of the locality, LGU-funded teachers, substitute teachers, volunteer
teachers, and Philippine Business for Education (PBEd) graduates under the 1000
Teachers Program (1000 TP) shall be subject to these hiring guidelines.
As provided in Section 26 (b) Paragraph 2 of RA 9293 entitled “An Act
Amending Certain Sections of Republic Act Numbered Seventy-eight Hundred
and Thirty-six (RA 7836), Otherwise Known as the Philippine Teachers
Professionalization Act of 1994,” teachers who have not practiced their
profession for the past five (5) years shall be required to take at least twelve (12)
units in education courses, consisting of at least six (6) units of content courses.

EVALUATION AND SELECTION PROCEDURE AND
CRITERIA
 Registry of Qualified Applicants (RQA) refers to the official list of applicants who obtained an overall score of
seventy (70) points and above based on the criteria set and as a result of the evaluation and selection process.

LATEST UPDATE: DEPED SUSTAINS SUPPORT FOR
CULTURE BASED EDUCATION FOR IP LEARNERS
By Business Mirror on February 5, 2017
To date, a total of 7,767 public-school teachers and school heads nationwide have
undergone basic retooling on IPEd, which is the first phase of progressive capacity-building
for its school personnel.
To continuously support the implementation of plans and priorities on IPEd, especially at the
field level, the DepEd has instituted a system of providing support to its regional and school
division offices through the IPEd Program Support Fund (PSF), which is provided on an
annual basis. Consistent with the DepEd’s mandate to provide quality basic education for all
Filipinos, Education Secretary Leonor M. Briones issued Department Order (DO) 3, Series of
2017, or the Multiyear Implementing Guidelines on the Allocation and Utilization of the
Indigenous Peoples Education Program Support Fund on January 18, 2017.

RELEVANT EXPERIENCE/S OF AN IP TEACHER
PRESERVING BADJAO CULTURE THROUGH EDUCATION
Along the coastline of the southern tip of Mindanao, Teacher
Sherlaine Tubat enjoys teaching Badjao children in a floating
school. Teacher Sherlaine had experienced the harsh realities in
the Badjao community, after many years of teaching Badjao
school children. In an effort to preserve and promote Badjao
culture, she helps Lumad school children learn their own history,
beliefs and practices, political system, and faith.
While IP community teachers constantly face the challenges of
delivering quality education, some people, like teacher Sherlaine,
don’t let the lack of resources hinder them from doing so. This
shows that it only takes a bright mind and a heart for service to
persevere in the teaching profession.
Source: www.damngoodtravels.com

RELEVANT EXPERIENCE/S OF AN IP TEACHER
FEEDING MINDS, NOURISHING BODIES
Teachers in Indigenous Peoples communities willingly go beyond
the call of duty. Teacher Jorta is the first full-time teacher at Keupiyanan
Te Balugo, a public school in Satin Balugom Kalagangan, Bukidnon.
During his assignment, he had seen that most of his students go to
school with an empty stomach or skip classes because they have
nothing to eat. These situations urged him to start a feeding program
called “Balugo Pagkaon Sakto (Balugo Eat Well).” The program—which
has gained the support of the local government and non-government
organizations—has encouraged more students to finish their education.
Teacher Jorta was one of the finalists of this year’s The Many Faces
of the Teacher, an initiative of Bato Balani Foundation to recognize
inspiring teachers across the country. Indeed, teachers are always willing
to provide help in every way possible even beyond their teaching
duties.
Source: www.sunstar.com.ph/article/1767290

RELEVANT EXPERIENCES OF AN IP TEACHER
SERVICE BEFORE SELF
Newly assigned teachers in far-flung schools are full of energy and determination to
empower students; and for many teachers, these outward goals come first before
personal aspirations. This selflessness is especially visible among volunteer teachers in
Indigenous Peoples schools.
Teacher Karl Butalid is a volunteer teacher in one of the Salugpongan schools in
Davao de Oro Province. Instead of building his career right after graduation, he devoted
his time to teaching young Lumad school children.
He teaches in the Salugpongan Ta’ Tanu Igkanogon Community Learning Center, Inc.
(STTICLC), an alternative community school. These community schools have faced
temporary closures, which have disrupted the education of Lumad children and
threatened the lives of the volunteer teachers. Despite all the obstacles, the teachers
persevere in providing education the IP school children.
Source: https://blog.edukasyon.ph/commune/how-3-teachers-are-changing-lives-in-indigenous-peoples-ips-schools/

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