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By

IftA

tlER.I{ANUO-

A{ALIPOT

The

Department tf

Educatisn

(DeptrIdi

has

initiated the

tler,etopmc*t

of an educatit"u: curu"icu-

lum

that

was

designed

to

rneet the

learning

needs

ul' tltt; Irrdigt'tr+us

Fue.

ries

t

I lrs:t

r:onunur'itics

X'hnr.igh f]erpEd's

$ru'cau

uli

.{]lenlu-

tive

Learning Systcr;:

(IJALS),

tirti

Ail.ernatir"e

Learning

Syslcm L\L$)

ctrriculunr

lbr [i:'s was

developed in ft)sponse

to the Education F-br Ali

tEl}\)

campaign

to

pro-

vide

the hasic learnulg

needs cf

i..lll

marginalized

leamers.

Accorriinrl to Bduca-

tion

Secretary

llnrlher

fu:rdn Lujstru,

the

IP

Eductiticn' Cr-rrricLrlum

ftx' lhe

.41,S was tlcvtll-

oped in the

year

20tXj

irr

conrdination lvith

th*

National

Con"mrission

on

Indigentius Peoples

(NCJP)

and was validat-

ed b.y v*tiou:i

indigenc,us

culh:rai

ccmmunities

(ICOs)

in

the

Philippines.

T'tre lP

Curriculurn

is

to be

irnplemented

l:-v

trained ALS iniplernent-

n:rs

with IP

learners.

""l' re

lcl:rning colnpe-

tencies

of

the

IP

Curricu-

lun: we::e drriwn ft'om the

existing

;lLS curriculum

tbr the basic

literacy, el-

eutenlary aurd second-

ary leveis," Luistro

i:y-

plained.

Ihe

r:rerriculul::

conttnl, horvever, wils

baseEl

cn

the

Indigenous

})coplir li.i64lits

Ait

{IPl{Ar

or

the l{epuhlic Act

(nA)

no.8371.

"Tlie

educatiun

g*al

*I'thu

IP Curdr:uiurtt

is

lht:

attainment

of

the

r:s-rnr; suc'h as

iunril.y

life

thst

t*ur:he:s

ou the liIe

spar

of an iP rs a

n:ember

oi'lhe

farniiv h'orn

birth to

deai.li.

"Il.

d,nlinE:ilkrs Lhe vur.vlng

rolts *f

tlte

nrenibcrs

of

the

irrmiiy and

heiiv lhesc

affcct

the

itidividrritl

and

lhe

rvhclc

I{lC

in thelr resprrt;ivc rionieins," iac sailj

It also toucires

on

the heali:h.

serni-

taticr:, uui

nl;tri[iuri whiuh

li;:ill,qs

inl.t l.he

frrtr tltc IP's ;:ctrcrlpi, *f s,,*i

iiritl

ihe rnvinrtutrt:n .

iiliil

lit,,v

cilrit

ilrtcrpiays

u'ith

thr.:

rrtlier

"Il.

ieiiltu'es

t.hc iruligcn uus

ptirr:t.iecs,

k tuil

letllic,

and

loeal belietls

on h-vgiene,

heaith

and

1bcd. Ihe

core arca

discu.rst:s ti'ie

cornil-ion

ailme-nts

itr;tl

ireallii

issrtoi;

ronlir:niing thc II'}s brought

l;y

llrcir

unique

geogaphical

locatirins

and

sit

uatioiis,"

Luistro

said.

?he Il'

curriculum alri.,

ir;r;tries

r:rl

ri'"ic consciottsness which tdgh-

lights thn

rirh

worldvieu, of []:]s rang-

ing from iheil

life

ways, identit-ri

and

history. It is l*aded lreavily

with tlicir

aspiratitlns,

needs

and sentirne::ls as

a

pecple.

Luiritro.saici fhis

coi"e

arca

aisr:

in-

clt,ldes

pmvisionr:of

i.he fiA No. {}i:i:ll

tN'

tl:r,

IPIL{

which brings

into conscious-

riess

1.1:e

IP's ltghts

to their

encE:stral

riomain and

their del,eloprnent.

"?he

IP

cuniculum also

colers

the econornics arld

iilcomris

ber:;lr"se

it

presents

tlte

system

cf

the

cornmunity

managernent

of supply

iuid

demimd

anroftg

the IPs.

It features the IP's

forrns or

earuing

a

living

atrd

caliltg

for

their commrinal

sourcc of liie and

livelihood,"

he

said.

T'he

curriculurt

lriii al:;o

be

r:erl-

tered

on em'ironmenl u'hicli

*rll

cleal

*':th

IP's

cornmunion

with

natr*t,

Ii

stresse$ their

strong attachnrent to

the erlironrnent.

Ti:rough DepUd Ordr:r

I01, s. fli0

rel.eresutl Sei:terfuer 14,

Luistrp sl.ilted

thai tire cr,r'e

ie:.rrning cornpetencies

reflect'ed

in

ihe

ie,rrnjng

stra**; of

the

iF curriculum

have

five

Leamlng

Strantls.

fhis

includes Leamin6

Strand

One

-

Cornmunicatioi'i

Skjiis which

iuns

to deveiop

:he

ability of the

lP

Iearners tt) [rccess, critieally

proces$

and

cl"ft:cl.il,ely nurke

usc

ol'avall;rhlt

ir:tbrmation

in

a

vaiiet

ol nrccli*

to be

 

Eureau

uf Aitet:ia-

tive

l,earning Syster:r

(BALS),

thc i\iten:ative

Learning

System

{ALS)

r:urriculilm lor IPs was

developed in response

to

the Etltication

For All

(EFA)

ceuniraign

tr:

pro-

vide

the

basic learning

needri of ali rnarginalized

learnrx's.

Acconlinr,

to

Ecluca-

iion Secretary

llrother

fuxiln

L{sn"o,

the

IP

Etlucertic:r' Curricuium

frrr

the

A"l,S

was ciilvel

oped

in the

year

2006 n

coordinati,on

'.vith

the

National

Couunlssion

crn

Indigenous

Peoples

(I,iCJP)

a.r:d was

validaf

ed by

vadous

indigenous

ctdlmral

commtrnities

0CCs) in the Philippines.

The IP

Cu:rictiiurn

is

to

i:e

irnplemented

l>3,

tralned ALS irnpleruent-

er..l

qrith

IP learners,

"The lerningcompe-

tencies

of

the

II'Curricu-

lum were

drawn

finm

the

existing .i\L$ curriculurn

1'or the t-'asie

literacy, el-

errrcntary and

second-

ary

leveis,"

[,uistro

*x-

plaintd.

The

eurdcui*r:

content, horvcve4

was

heised

on the

trndigenous

l'eoplu

Bights

Act

{I'Itul)

or

the

Hepublic

Act

(RA)

no. tt37l..

"TLre

eclucati':ln

goal

uf

thr

ltr)

Ci;rr:iculum

is

the

irltainmr:rrt

of

tlie

funclieinal iitcl

lt*y

frrr lh*

Itr's."

he added.

l,uistl'o

saiti the

IP

tiurriculurn

reflects

the

c*rl

al'eas

of

the IF"s

cou-

 

r r

, i,rll

the

indigencus

;:r'iicticcs,

kluri'iedgt-'.

and iuc;rl

belieti

on

hygiere, h*aith

anri lbad. fhe

cort a,rc;l disrlusses

thr

cornii-lon ailn'rents

anti heaiih

issues

confiuting the IPs

broughl lry

thr:ir

unique

geoguphical

lucaticns

and

situtrtioits," Luistrn said.

i'he ll' curriculurn also {{:cuses

r:r;

civ:c

eonscirtusncss

which

trii$r-

lights the rich worldvierv

cf

XIls rang-

ing from

tlreir" life ways, irientil_r',

anc

history. It is loadeti heavily with il,r:ir

,

aspiratiuns, needs

and

sentirnents

as

t*

people.

Luistro sairi this

core

&rea aiso

in-

'

r"'h"uhs

provisions

of the EA No.

{i:}21

or

ttler

IPILI

rvhich

brings into conscious-

ncss tli*

IP's tights

to their

ancs,stral

domain

;md the ir"

derekrprnent.

"The

IF cunicrilum

alsn

crllers

tiie ecorrumics aird incomes bei;;nlse

it

presents

*re system of

the corirmunity

rnanagement

of supply

arntl derriud

amcng the IPs.

It ibatr:res tlre IP's

forms

or

earning a

living

aucl

c:ring

for

their

comrnunal source of lii'e and

lirelihoorl,"

he

said.

The r:urriculurn

w'iil

also lrc

cen-

ter"ed on environment

whii:h u'ill cleal

r.r.{th IP's

communion wii.h

natixr,., lt

shesses

their

strong

attachnrsnt [a

the

enlirartmcr:t.

T'l:rough

Deplld Order 101, s.2{.}i0

reieased

Septenfier .14, l,uistru silrlerl

that the

(:{;re

iearning

competencies

reflecled

in

lhe

lcrcrning strands

oi'

the

IP

curriculum

have

five

Learnilrg

Strands.

This iircludes l,earning Strard

One

-

Comrnunication Skills whiclr

rirns

to

deveiop

lhe

arbility of thc lP

learnem to

acce$s, critically

prloces$

arrd cflbclivel.v rn;rke

use

of

avaiLtltkr

ir:fbrmation in

a

variety ol mecliu

to

ire

atrlc to

funttion

ulli:ci.ivcly as ii nleln'

ber of lhr:

fan,il-v, clcmnurniltri naticrn

and the worid; ar;d to activci.y

par"tici-

plte

in

commudry" and econorric

de-

'rel0plu.]nt.

t'=.

fiir:

"'

h