CITY OF SAN FERNANDO -- Formal institutionalized partnership between the Department of Education (DepEd)-Central Luzon and the Indigenous People (IP) communities will soon be realized through the formation of the Regional Indigenous Peoples Education (IPED) Consultative and Advisory Body.
This was part of the results of the recent workshop at the National Educators’ Academy of the Philippines (NEAP)-Central Luzon in Pulungbulu, Angeles City.
As stipulated in DepEd Order No. 32 s. 2015 or the Indigenous Peoples Education Curriculum Framework, the engagement of DepEd with IP leaders and culture bearers is an essential aspect of curriculum contextualization.
The three-day activity aims to sustain the dialogue and cooperation between DepEd and the IP communities through the Regional IPED Consultative and Advisory Body that is culturally sensitive and responsive to customary practices and practices.
Moreover, it will also be the venue where the roles and functions of the advisory body as stipulated in DepEd Order No. 34 s.2017 or the Guidelines in the Formation of Consultative and Advisory Bodies on IPED in Regions Implementing the IPED Program will be discussed.
Lastly, the workshop will also be the venue for DepEd-Central Luzon and IP leaders to formulate the IP cultural standards relative to the development of learning resources.
The Indigenous Cultural Communities who will take part in the formation of the Regional IPED Consultative and Advisory Body that will include the Agta Casiguran and Ilongot from Aurora; Ayta Magbukon and Ayta Ambala from Bataan; Dumagét Bulos and Dumagét Kabulloan from Bulacan and Nueva Ecija; Kankana-ey from San Jose City; Ayta Mag-Indi and Ayta Mag-Antsi from Pampanga; Ayta Abellen and Ayta Mag-Antsi from Tarlac Province; Ayta Botolan from Zambales; and Ayta Ambala from Olongapo City.
DepEd Secretary Leonor Magtolis Briones assured the IP communities and learners that their right to basic education is being uphold and protected as the Department joined the celebration of the National Indigenous Peoples’ Month in October.
The national data as of school year 2018-2019 showed a total of 2,593,555 IP learners enrolled in 39,994 public schools; and 253,113 IP learners in 10,980 private schools nationwide.
“We care about the 2.6 million IP learners all over the country spread in 31,000 schools. We care about them and we care about what are taught, who their teachers are, what their activities are and what they do after, before or after the schooling,” Briones said in a press conference on October 17.
Initiated in 2013, the IPEd Program has strengthened the enabling conditions for culture-based education while promoting the value of indigenous identity, knowledge, competencies, and other aspects of their cultural heritage.
The program’s initiatives include establishment of dialogue mechanisms with IP communities, personnel hiring and capacity development, and responding to access concerns.