Transcript teaching indigenous people in the philippines (dator, angeline d.)

TEACHING INDIGENOUS
PEOPLE IN THE
PHILIPPINES
- INDIGENOUS PEOPLE EDUCATION
- NON-FORMAL EDUCATION
- PAMULAAN
Indigenous
peoples represent about
10 per cent of the Filipino
population
and
are
found
throughout the archipelago.
The largest groups, the Igorots and
Aetas, are concentrated in the
mountain ranges of Luzon Island.
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 “We
cannot benefit from front-line services and
difficult communications prevent us from telling
the government what we need,” said Carling
Dumulot, Aeta leader in Zambales.
 Extreme poverty and marginalisation among
indigenous peoples led the Catholic Church to set
up in 1995 the Episcopal Commission on
Indigenous Peoples (ECIP) to defend minority
rights and help indigenous groups find ways to
bridge the gap between their cultures and the rest
of the world.
 Non-formal Education (NFE) is one such way.
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It involves teaching reading and arithmetic by using
non-traditional methods that rely on elements of
indigenous cultures.
 Offered for free, classes have no age limit, can be held
in the open and are flexible schedule-wise with up to
three sessions per week, which enables people who
have work commitments to attend.
 In place in Zambales province since 1983, the program
has been used by Franciscan missionary nuns to
educate Aetas, deemed the oldest indigenous
community in the country, with its own language and
traditions found nowhere else, and traditionally
isolated from the wider society.
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 Pamulaan
Center for Indigenous Peoples
Education is an educational institution dedicated
to the indigenous peoples in the Philippines.
 The first of its kind in the country, its main thrust
is to create a culturally appropriate and relevant
pathways of TRAINING and FORMATION for the
indigenous children, youth, community leaders,
and development workers.
 The center hopes to produce graduates equipped
with knowledge and abilities to initiate
collaborative actions towards sustainable
development of IP communities.
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Valuing Indigenous Education (PHILOSOPHY)
Promoting Cultural Integrity (CURRICULUM DEVELOPMENT)
Valuing Land and Environment (CURRICULUM DEVELOPMENT)
Employing Holistic and Integrative Learning Process
(CURRICULUM DEVELOPMENT)
Enhancing Creative and Analytical Thinking (APPROACH &
METHODOLOGY)
Promoting the Value of Service and Volunterism (APPROACH &
METHODOLOGY)
Promoting Peace and Community Building (POLICIES &
GUIDELINES)
Promoting Empowerment and Peoples Participation
(MANAGEMENT, MONITORING & EVALUATION)
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Tertiary
Education
 A ladderized approach to educational
study, it offers full-time degree courses as
well as short-term training courses on:
- Bachelor of Science in Education
- Bachelor of Science in Agricultural
Technology
- Bachelor of Arts in Anthropology
- Bachelor of Arts in Peace Education
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 Elementary
and Highschool Program
 Formal Elementary and Secondary
Education Programs using an enriched
(indigenized) Department of Education
curricullum and management. It operates
on the principle of respect for, and
recognition of the indigenous peoples'
life and culture.
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 Early
Childhood Development Program
 A two-year program for pre-school
indigenous children. Centers of interest
based on the point of view of the child
and his/her cultural background have
been organized into program
components.
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