IPEd, GAD, LOC, CON

Report
Addressing IP Ed:
• Localizing and Indigenizing the
K-to-12 Curriculum
•
•
Promoting Gender and
Development
Planning and Implementing the
Advocacy
1
Presentation Outline
I.
II.
MDG
RA 9155 (Governance of Basic Education Act of
2001) – named DECS as DepEd
•
•
•
•
•
III.
IV.
RA 8371 IP Law
IPEd via DO 62: Addressing ARCA, Addressing
CIA
•
•
V.
EFA and BESRA
Vision, Mission and Core Values
AURA
SIP
ARCA
Localizing, Contextualizing, Indigenizing the Curriculum
Gender and Development (GAD)
IP Ed Advocacy (Planning and Implementing)
2
3
1982

1987

1994

2001

“Governance of Basic Education Act of
2001” (R.A. 9155):
 Formally renamed DECS as the Department of
Education and transferred “culture” and “sports”
to the National Commission for the Culture and the
Arts and the Philippine Sports Commission
 Redefined the roles of different administrative
levels of DepED (central office, regional offices,
division offices, district offices and schools)
DepEd’s New Vision, Mission and Core Values
Vision
By 2030, DepEd is globally recognized for good
governance and for developing functionally-literate
and God-loving Filipinos.
Mission
To provide quality basic education that is accessible
to all and lays the foundation of lifelong learning and
service for the common good.
Core Values
Culture of Excellence, Integrity and Accountability;
Maka-Diyos; Makatao; Makabayan; Makakalikasan
Source: Adoption of the DepED-Balance Scorecard under the Performance Governance System per DepEd Order 39, s. 2010
RA 9155
• Au.R.A
• S.I.P. / A.I.P.
The EFA and BESRA
Philippine Education For All
(EFA) 2015 Plan
Basic Education Sector Reform
Agenda (BESRA)
Functional Literate
Filipinos*
* Ability to communicate effectively, solve problem, think critically and creatively, use resources
sustainably and be productive, develop sense of community and expand world view
7
Basic Education
Performance
EFA
8
Republic Act No. 8371
An act to recognize, protect
and promote the rights of
Indigenous
Peoples/Indigenous
Cultural Communities,
creating a National
Commission on
Indigenous Peoples,
establishing
implementing
mechanisms
appropriating funds
therefore and for other
purposes:
National Commission on Indigenous
Peoples – NCIP
–The primary government agency
responsible for the formulation and
implementation of policies, plans
and programs to promote and
protect the rights and well-being of
the IPs/ICCs and the recognition of
their Ancestral Domains as well as
their rights thereto.
 MANDATE:
The NCIP shall protect the
interest and well-being of
IPs/ICCs with due respect to
their beliefs, customs, traditions
and institutions.
IP Groups in Cagayan Valley
Agta
Kalanguya
Bugkalot
Isinai
Gaddang
Aggay
Dumagat
Itawis
Ivatan
Ifugao
12
IPEd via DO 62:
Addressing ARCA
RA 9155
DO 62
RA 8371
13
IPEd via DO 62:
Addressing C.I.A.
RA 9155
DO 62
RA 8371
14
IKSP per IP Group
Indigenous Knowledge, System and Practices
ANCHORED ON
• From Birth to Death
– Food
– Shelter
– Clothes
– Education
• Health and Wellness / Medicine
• Livelihood (on the mountains and the seas)
15
• Spirituality / Values / Virtues
Uncovering IKSP
GEOGRAPHY
PRODUCTION
CUSTOMS
Metaphysics
Epistemology
Ethics
ARTIFACTS TRADITIONS
Politics
Esthetics
Three Waves of Curriculum Development
for Indigenous Peoples
CURRICULUM INDIGENIZATION
Curriculum content is organized, and
implemented by indigenous peoples.
LOCALIZATION / CONTEXTUALIZATION OF THE
CURRICULUM
Curriculum content is adapted to the
community.
INDIGENIZATION OF THE CURRICULUM
Curriculum content is adopted
from the community.
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 development process
Varied Conditions in the Classrooms
• Classrooms are in urban or rural setting.
• There is a mixture of IP and non-IP
learners. (IP << non-IP)
• Schools on the mountains (IP > non-IP)
19
Challenges:
1. Schools must document their IP enrolment.
1. Teachers may include in their class record
whether a student is an IP or non-IP learner for
DIFFERENTIATED INSTRUCTION
2. Teachers integrate meaningfully the IKSP of IP
groups in their teaching. One basic purpose of
this is to interbreed respect with one another
because “respect begets respect”.
20
Our Shared
Assumption
Meaningful
Learning
CONTEXT-DRIVEN
OPPORTUNITIES
ENDURING
UNDERSTANDIN
G
CURRENT LEVEL
OF
UNDERSTANDING
Our Shared
Assumption
A Vision
of Learning
UNDERSTANDINGFOCUSED
LEARNING
UNIFYING
SENSE OF
PLURALISM
LEARNERS’ LOCAL
KNOWLEDGE AND
WORLDVIEW
23
DO 62
INDIGENIZING THE
CURRICULUM:
SYSTEMATIZING THE
IKSP IN THE C.I.A.
CIA
Geometry
DO 62
INDIGENIZING THE
CURRICULUM:
SYSTEMATIZING THE
IKSP IN THE C.I.A. /K-12
Actual Teaching for Differentiation
•
Teaching Approaches, Methods,
Techniques and Strategies
•
Instructional Materials, Devices and
Technology
•
Learning Laws, Theories, Principles,
Foundations
STABILITY
OF THE TRIANGLE
•
•
•
Content Standards
Performance Standards
LC’s/LO’s
NATURE OF ASSESSMENT
•
Pre-assessment
•
Formative Assessment
•
Summative Assessment
LEVELS OF ASSESSMENT
• B, D, AP, P, A
DO 62
INDIGENIZING THE CURRICULUM:
SYSTEMATIZING THE IKSP IN THE
C.I.A./K-12
LEARNING STANDARDS (LS)
CONTENT STANDARDS (CS)
-be able to know and do
PERFORMANCE STANDARDS (PS)
-products and performances
THEME 1
CURRICULUM GUIDE
LEARNING COMPETENCIES (LC)
THEME 2
THEME 3
THEME 4
MODULE and ITS
PARTS
TEACHING GUIDE
per MODULE
K to 12 Policy
Guidelines
Assessment in
the K to 12
DO 62
INDIGENIZING THE CURRICULUM:
SYSTEMATIZING THE IKSP IN THE
C.I.A./K-12
LEARNING STANDARDS (LS)
CONTENT STANDARDS (CS)
-be able to know and do
PERFORMANCE STANDARDS (PS)
-products and performances
THEME 1
CURRICULUM GUIDE
LEARNING COMPETENCIES (LC)
THEME 2
THEME 3
THEME 4
MODULE and ITS
PARTS
TEACHING GUIDE
per MODULE
K to 12 Policy
Guidelines
Assessment in
the K to 12
DO 62
INDIGENIZING THE CURRICULUM:
SYSTEMATIZING THE IKSP IN THE
C.I.A./K-12
LEARNING STANDARDS (LS)
CONTENT STANDARDS (CS)
-be able to know and do
PERFORMANCE STANDARDS (PS)
-products and performances
THEME 1
CURRICULUM GUIDE
LEARNING COMPETENCIES (LC)
THEME 2
THEME 3
THEME 4
MODULE and ITS
PARTS
TEACHING GUIDE
per MODULE
K to 12 Policy
Guidelines
Assessment in
the K to 12
DO 62
INDIGENIZING THE CURRICULUM:
SYSTEMATIZING THE IKSP IN THE
C.I.A./K-12
LEARNING STANDARDS (LS)
CONTENT STANDARDS (CS)
-be able to know and do
PERFORMANCE STANDARDS (PS)
-products and performances
THEME 1
CURRICULUM GUIDE
LEARNING COMPETENCIES (LC)
THEME 2
THEME 3
THEME 4
MODULE and ITS
PARTS
TEACHING GUIDE
per MODULE
K to 12 Policy
Guidelines
Assessment in
the K to 12
DO 62
INDIGENIZING THE CURRICULUM:
SYSTEMATIZING THE IKSP IN THE
C.I.A./K-12
LEARNING STANDARDS (LS)
CONTENT STANDARDS (CS)
-be able to know and do
PERFORMANCE STANDARDS (PS)
-products and performances
THEME 1
CURRICULUM GUIDE
LEARNING COMPETENCIES (LC)
THEME 2
THEME 3
THEME 4
MODULE and ITS
PARTS
TEACHING GUIDE
per MODULE
K to 12 Policy
Guidelines
Assessment in
the K to 12
DO 62
INDIGENIZING THE CURRICULUM:
SYSTEMATIZING THE IKSP IN THE
C.I.A./K-12
LEARNING STANDARDS (LS)
CONTENT STANDARDS (CS)
-be able to know and do
PERFORMANCE STANDARDS (PS)
-products and performances
THEME 1
CURRICULUM GUIDE
LEARNING COMPETENCIES (LC)
THEME 2
THEME 3
THEME 4
MODULE and ITS
PARTS
TEACHING GUIDE
per MODULE
K to 12 Policy
Guidelines
Assessment in
the K to 12
DO 62
INDIGENIZING THE CURRICULUM:
SYSTEMATIZING THE IKSP IN THE
C.I.A./K-12
LEARNING STANDARDS (LS)
CONTENT STANDARDS (CS)
-be able to know and do
PERFORMANCE STANDARDS (PS)
-products and performances
THEME 1
CURRICULUM GUIDE
LEARNING COMPETENCIES (LC)
THEME 2
THEME 3
THEME 4
MODULE and ITS
PARTS
TEACHING GUIDE
per MODULE
K to 12 Policy
Guidelines
Assessment in
the K to 12
DO 62
INDIGENIZING THE CURRICULUM:
SYSTEMATIZING THE IKSP IN THE
C.I.A./K-12
LEARNING STANDARDS (LS)
CONTENT STANDARDS (CS)
-be able to know and do
PERFORMANCE STANDARDS (PS)
-products and performances
THEME 1
CURRICULUM GUIDE
LEARNING COMPETENCIES (LC)
THEME 2
THEME 3
THEME 4
MODULE and ITS
PARTS
TEACHING GUIDE
per MODULE
K to 12 Policy
Guidelines
Assessment in
the K to 12
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
34
MATERIALS
IKSP per IP Group
Indigenous Knowledge, System and Practices
ANCHORED ON
• From Birth to Death
– Food
– Shelter
– Clothes
– Education
• Health and Wellness / Medicine
• Livelihood (on the mountains and the seas)
35
• Spirituality / Values / Virtues
IKSP (related to livelihood)
• Taking Care of Animals
• Planting camote/cassava
– Harvesting
• Fetching Water
• Pagkakaingin Routine
• Terrace Farming
• Rattan gathering
– Basket Weaving and Selling
• Collecting Banana Blossoms
• Harvesting and Ripening Bananas
• Collecting Gabi/Taro and Gabi Shoots (monthly)
• Collecting Flowers of Grasses and Soft broom-making (Walistambo)
• Collecting Edible Fern or Pako
• Collecting Ant Eggs
IP Activities / IKSP (related to livelihood)
• Taking Care of Animals
• Planting camote/cassava
– Harvesting
• Fetching Water
• Pagkakaingin Routine
• Terrace Farming
• Rattan gathering
– Basket Weaving and Selling
• Collecting Banana Blossoms
• Harvesting and Ripening
Bananas
• Collecting Gabi/Taro and Gabi
Shoots (monthly)
• Collecting Flowers of Grasses
and Soft broom-making (Walistambo)
• Collecting Edible Fern or Pako
• Collecting Ant Eggs
• An individual activity (you are
a teacher – expert on CIA)
• Choose your IP group (based
on your experience /
observation)
• choose the grade level, the
subject / learning area
• Do mental scanning and
write 4 MAJOR topics in that
learning area representing
the 4 GRADING PERIODS
• Align the IKSP activities
(HERE) which can be
connected to your learning
area.
• You may think of others but
still related to livelihood
LOCALIZATION / CONTEXTUALIZATION OF THE
CURRICULUM
Curriculum content is adapted to the IP
community.
Three Waves of Curriculum Development
for Indigenous Peoples
CURRICULUM INDIGENIZATION
Curriculum content is organized, and
implemented by indigenous peoples.
LOCALIZATION / CONTEXTUALIZATION OF THE
CURRICULUM
Curriculum content is adapted to the
community.
INDIGENIZATION OF THE CURRICULUM
Curriculum content is adopted
from the community.
• Taking Care of Animals
• Planting camote/cassava
– Harvesting
• Fetching Water
• Pagkakaingin Routine
• Terrace Farming
• Rattan gathering
– Basket Weaving and Selling
• Collecting Banana Blossoms
• Harvesting and Ripening
Bananas
• Collecting Gabi/Taro and Gabi
Shoots (monthly)
• Collecting Flowers of Grasses
and Soft broom-making (Walistambo)
• Collecting Edible Fern or Pako
• Collecting Ant Eggs
IP Activities / IKSP
(related to livelihood)
• Determine whether
each activity LISTED
HERE is for the BOYS /
MALES or GIRLS /
FEMALES
41
• Taking Care of Animals
• Planting camote/cassava
– Harvesting
• Fetching Water
• Pagkakaingin Routine
• Terrace Farming
• Rattan gathering
– Basket Weaving and Selling
• Collecting Banana Blossoms
• Harvesting and Ripening
Bananas
• Collecting Gabi/Taro and Gabi
Shoots (monthly)
• Collecting Flowers of Grasses
and Soft broom-making (Walistambo)
• Collecting Edible Fern or Pako
• Collecting Ant Eggs
IP Activities / IKSP
(related to livelihood)
• Determine whether
each activity LISTED
HERE is for the BOYS /
MALES or GIRLS /
FEMALES
43
Target
Stakeholders
Teachers
Parents
Barangay residents
Others
Message to
be
Conveyed
Medium
Desired
Outcome
Advocacy
Strategies
Time Frame
Resource
Required
Target
Stakeholder
Message to
be
Conveyed
Medium
Desired
Outcome
Advocacy
Strategies
Time Frame
Resource
Required
IPEd in the K to
12
Localization
Teachers
Parents
PowerPoint
Presentation
PowerPoint
Presentation
Formation of
core group at
D.O. / school
level and
advocate IPEd
Appreciation of
IPEd
Flyers
Barangay residents
PowerPoint
Presentation
Flyers
Appreciation of
IPEd
Meeting
Radio
TV
Cellphone
T-shirts
Flaglets
Tarpaulin
Meeting
Radio
TV
Cellphone
T-shirts
Flaglets
Tarpaulin
Meeting
Radio
TV
Cellphone
T-shirts
Flaglets
Tarpaulin
Meals and
Snacks?
Registration Fee?
Flyers/Brochures
Flyers/Brochures
RA 9155
• Au.R.A
• Quality Assurance
• S.I.P. / A.I.P.
Hudhud
Pagsi
Thank you!
47
Briefer for the Committee on Basic Education and Culture,
House of Representatives , August 11, 2010
EFA/MDG
+ Organizational Effectiveness
ACCES Principles
SBM Dimesions
Leadership
Curriculum &
Learning
Accountability
Systems
K to 12
Curriculum
Strategies
PASBE
Resource
Management
ACCESs, SBM, PASBE
Review and re-align program implementation
plan for the following programs to be consistent
with the concepts and principles of ACCESs:
• School-Based Management (SBM)
• Philippine Accreditation System for Basic
Education (PASBE)
• K to 12 Program
• All existing and on pipeline foreign-assisted
projects
PASBE is anchored on the principle of
ACCESs. . .
An accredited school is not only childfriendly; it should also be communitycentered.
The Journey to ACCESs: From
Nurturing the Child to Nurturing the
Community
3
2
1
Child-and CommunityCenteredness
• Highly
Functional
Transitioning to Childand CommunityCenteredness
• Operational
Child-Centeredness
• Emerging
Accreditation
Status
Leadership for
Accelerated Learning
Transparent
Management of
Resources
Curriculum and Learning
for Responsible
Citizenship
Autonomous
(Re-accredited
Status)
Performance
Accountability for
Quality Education
Level III
(Self-renewing/regulating)
Accredited
(initial
accreditation)
Level II
(Operational)
Applicant
status
Level I
(Emergent)
Level of Practice
SBM-PASBE Operational Framework

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