DepEd adopts IPEd curriculum framework

IMG20160307155310Without access to quality education, indigenous communities will not be able to fully enjoy their rights and most indigenous peoples will not even attain basic education.

Indigenous education focuses on teaching indigenous knowledge, models, methods, and content within formal or non-formal educational systems.

Pursuant to DepEd Order No. 62, s. 2011 entitled 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 Otherwise Known as the Enhanced Basic Education Act of 2013, the Department of Education (DepEd) has adopted the Indigenous Peoples Education Curriculum Framework (DO 32, s. 2015)

A specially-designed curriculum for learners from the indigenous culturalIMG20160307134537 communities is now being offered by the Department of Education (DepEd) as it pursues steps in realizing its   “Education for All” program. The curriculum was developed in coordination with the National Commission on Indigenous Peoples (NCIPs), the Alternative Learning System curriculum for Indigenous Peoples Education and was validated by leaders of IP communities.

The objective of the curriculum is to improve communication skills, problem solving and critical thinking abilities and develop a strong sense of community for the IPs. “The curriculum was specifically-written to be culture-sensitive with the end-view of helping them become functionally literate and contributors to our society,” Education Secretary Luistro stated.

IMG20160307095944IPEd Curriculum Framework provides guidance to schools and other education programs as they engage with indigenous communities in localizing, indigenizing, and enhancing the K to 12 Curriculum on their respective educational and social contexts in partnership with the IP community.

In the Division of Malaybalay City, teachers and school heads of schools serving IP communities carry on the effort of organizing the IP competencies and conducting write shops to indigenize lessons in partnership with the community elders. The continuous process of engagement with the IP community and refinement of the IPEd Curriculum will indeed help in attaining the goals of K to 12 program for IP’s access to quality basic education.

By: Dr. Manny B. Pimentel
      School Principal II
      Zamboanguita CS,
      Caburacanan ES & Kulaman ES