Addressing IP Ed: Localizing and Indigenizing the K-to-12 Curriculum Promoting Gender and...
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Transcript of Addressing IP Ed: Localizing and Indigenizing the K-to-12 Curriculum Promoting Gender and...
Addressing IP Ed:• Localizing and Indigenizing
the K-to-12 Curriculum• Promoting Gender and
Development • Planning and Implementing the
Advocacy 1
Presentation OutlineI. MDGII. RA 9155 (Governance of Basic Education Act of
2001) – named DECS as DepEd• EFA and BESRA• Vision, Mission and Core Values• AURA• SIP• ARCA
III. RA 8371 IP LawIV. IPEd via DO 62: Addressing ARCA, Addressing
CIA• Localizing, Contextualizing, Indigenizing the Curriculum• Gender and Development (GAD)
V. IP Ed Advocacy (Planning and Implementing)
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MDG #2
1994 2001 1987
1982
“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 ValuesVision
By 2030, DepEd is globally recognized for good governance and for developing functionally-literate and God-loving Filipinos.
MissionTo provide quality basic education that is accessible to all and lays the foundation of lifelong learning and service for the common good.
Core ValuesCulture 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.
Philippine Education For All (EFA) 2015 Plan
Basic Education Sector Reform Agenda (BESRA)
The EFA and 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
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Basic Education Performance
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A.R.C.A.A.E.Q.
EFA
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:
Republic Act No. 8371
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 ValleyAgtaKalanguyaBugkalot
IsinaiGaddangAggay
DumagatItawisIvatanIfugao 12
and others
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RA 9155
RA 8371
DO 62
A.R.C.A.A.E.Q.
IPEd via DO 62:Addressing ARCA
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RA 9155
RA 8371
DO 62
C.I.A.
IPEd via DO 62:Addressing C.I.A.
IKSP per IP GroupIndigenous Knowledge, System and PracticesANCHORED ON • From Birth to Death
– Food– Shelter– Clothes– Education
• Health and Wellness / Medicine• Livelihood (on the mountains and the seas)• Spirituality / Values / Virtues 15
Uncovering IKSP
GEOGRAPHY
PRODUCTION
ARTIFACTS TRADITIONS
CUSTOMS
Metaphysics
Epistemology
Ethics
Politics
Esthetics
Three Waves of Curriculum Development for Indigenous Peoples
INDIGENIZATION OF THE CURRICULUMCurriculum content is adopted from the community.
LOCALIZATION / CONTEXTUALIZATION OF THE CURRICULUMCurriculum content is adapted to the community.
CURRICULUM INDIGENIZATIONCurriculum content is organized, and implemented by indigenous peoples.
Advantages of Localizing/Contextualizing the Curriculum
(Tomlinson and Masuhara, 2004)
1. Cultural sensitivity2. Potential for personalization3. Easy availability of resources4. Direct relevance of materials to learners5. 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)
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Challenges:1. Schools must document their IP enrolment.
2. Teachers may include in their class record whether a student is an IP or non-IP learner for DIFFERENTIATED INSTRUCTION
3. 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”.
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Our Shared AssumptionMeaningful Learning
ENDURING UNDERSTANDIN
G
CURRENT LEVEL OF
UNDERSTANDING
CONTEXT-DRIVEN OPPORTUNITIES
Our Shared AssumptionA Vision of Learning
UNIFYING SENSE OF
PLURALISM
LEARNERS’ LOCAL KNOWLEDGE AND
WORLDVIEW
UNDERSTANDING-FOCUSED LEARNING
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Indigenizing, Localizing, Contextualizing the Curriculum
MUST BE INTENTIONAL!
Curriculum
Instruction Assessment
CIAGeometryDO 62
INDIGENIZING THE CURRICULUM: SYSTEMATIZING THE IKSP IN THE C.I.A.
C
I A
STABILITY OF THE TRIANGLE
• Content Standards• Performance Standards• LC’s/LO’s
NATURE OF ASSESSMENT• Pre-assessment• Formative Assessment• Summative AssessmentLEVELS OF ASSESSMENT• B, D, AP, P, A
Actual Teaching for Differentiation• Teaching Approaches, Methods,
Techniques and Strategies• Instructional Materials, Devices and
Technology• Learning Laws, Theories, Principles,
Foundations
DO 62
INDIGENIZING THE CURRICULUM: SYSTEMATIZING THE IKSP IN THE C.I.A. /K-12
THEME 1
THEME 2
THEME 3
THEME 4
LEARNING STANDARDS (LS)
CONTENT STANDARDS (CS)-be able to know and doPERFORMANCE STANDARDS (PS)-products and performances
LEARNING COMPETENCIES (LC)
CURRICULUM GUIDE
TEACHING GUIDE per MODULE
K to 12 Policy Guidelines
Assessment in the K to 12
MODULE and ITS PARTS
DO 62INDIGENIZING THE CURRICULUM: SYSTEMATIZING THE IKSP IN THE C.I.A./K-12
ESP
THEME 1
THEME 2
THEME 3
THEME 4
LEARNING STANDARDS (LS)
CONTENT STANDARDS (CS)-be able to know and doPERFORMANCE STANDARDS (PS)-products and performances
LEARNING COMPETENCIES (LC)
CURRICULUM GUIDE
TEACHING GUIDE per MODULE
K to 12 Policy Guidelines
Assessment in the K to 12
MODULE and ITS PARTS
DO 62INDIGENIZING THE CURRICULUM: SYSTEMATIZING THE IKSP IN THE C.I.A./K-12
ESP
THEME 1
THEME 2
THEME 3
THEME 4
LEARNING STANDARDS (LS)
CONTENT STANDARDS (CS)-be able to know and doPERFORMANCE STANDARDS (PS)-products and performances
LEARNING COMPETENCIES (LC)
CURRICULUM GUIDE
TEACHING GUIDE per MODULE
K to 12 Policy Guidelines
Assessment in the K to 12
MODULE and ITS PARTS
DO 62INDIGENIZING THE CURRICULUM: SYSTEMATIZING THE IKSP IN THE C.I.A./K-12
MATT
THEME 1
THEME 2
THEME 3
THEME 4
LEARNING STANDARDS (LS)
CONTENT STANDARDS (CS)-be able to know and doPERFORMANCE STANDARDS (PS)-products and performances
LEARNING COMPETENCIES (LC)
CURRICULUM GUIDE
TEACHING GUIDE per MODULE
K to 12 Policy Guidelines
Assessment in the K to 12
MODULE and ITS PARTS
DO 62INDIGENIZING THE CURRICULUM: SYSTEMATIZING THE IKSP IN THE C.I.A./K-12
SCIENCE
THEME 1
THEME 2
THEME 3
THEME 4
LEARNING STANDARDS (LS)
CONTENT STANDARDS (CS)-be able to know and doPERFORMANCE STANDARDS (PS)-products and performances
LEARNING COMPETENCIES (LC)
CURRICULUM GUIDE
TEACHING GUIDE per MODULE
K to 12 Policy Guidelines
Assessment in the K to 12
MODULE and ITS PARTS
DO 62INDIGENIZING THE CURRICULUM: SYSTEMATIZING THE IKSP IN THE C.I.A./K-12
FILIPINO
THEME 1
THEME 2
THEME 3
THEME 4
LEARNING STANDARDS (LS)
CONTENT STANDARDS (CS)-be able to know and doPERFORMANCE STANDARDS (PS)-products and performances
LEARNING COMPETENCIES (LC)
CURRICULUM GUIDE
TEACHING GUIDE per MODULE
K to 12 Policy Guidelines
Assessment in the K to 12
MODULE and ITS PARTS
DO 62INDIGENIZING THE CURRICULUM: SYSTEMATIZING THE IKSP IN THE C.I.A./K-12
ENGLISH
THEME 1
THEME 2
THEME 3
THEME 4
LEARNING STANDARDS (LS)
CONTENT STANDARDS (CS)-be able to know and doPERFORMANCE STANDARDS (PS)-products and performances
LEARNING COMPETENCIES (LC)
CURRICULUM GUIDE
TEACHING GUIDE per MODULE
K to 12 Policy Guidelines
Assessment in the K to 12
MODULE and ITS PARTS
DO 62INDIGENIZING THE CURRICULUM: SYSTEMATIZING THE IKSP IN THE C.I.A./K-12
TLE
THEME 1
THEME 2
THEME 3
THEME 4
LEARNING STANDARDS (LS)
CONTENT STANDARDS (CS)-be able to know and doPERFORMANCE STANDARDS (PS)-products and performances
LEARNING COMPETENCIES (LC)
CURRICULUM GUIDE
TEACHING GUIDE per MODULE
K to 12 Policy Guidelines
Assessment in the K to 12
MODULE and ITS PARTS
DO 62INDIGENIZING THE CURRICULUM: SYSTEMATIZING THE IKSP IN THE C.I.A./K-12
MAPEH
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 MATERIALS 34
IKSP per IP GroupIndigenous Knowledge, System and PracticesANCHORED ON • From Birth to Death
– Food– Shelter– Clothes– Education
• Health and Wellness / Medicine• Livelihood (on the mountains and the seas)• Spirituality / Values / Virtues 35
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 (Walis-
tambo)• 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 (Walis-tambo)
• Collecting Edible Fern or Pako • Collecting Ant Eggs
Workshop• 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
What you did?
LOCALIZATION / CONTEXTUALIZATION OF THE CURRICULUMCurriculum content is adapted to the IP community.
Three Waves of Curriculum Development for Indigenous Peoples
INDIGENIZATION OF THE CURRICULUMCurriculum content is adopted from the community.
LOCALIZATION / CONTEXTUALIZATION OF THE CURRICULUMCurriculum content is adapted to the community.
CURRICULUM INDIGENIZATIONCurriculum content is organized, and implemented by indigenous peoples.
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 (Walis-tambo)
• Collecting Edible Fern or Pako • Collecting Ant Eggs
Workshop• Determine whether
each activity LISTED HERE is for the BOYS / MALES or GIRLS / FEMALES
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GENDER AND
DEVELOPMENT
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 (Walis-tambo)
• Collecting Edible Fern or Pako • Collecting Ant Eggs
Workshop• Determine whether
each activity LISTED HERE is for the BOYS / MALES or GIRLS / FEMALES
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IPEd Advocacy PlanningORIGAMI
DIVISION/SCHOOL IPED ADVOCACY PLANTarget
StakeholdersMessage
to be Conveyed
MediumDesired
OutcomeAdvocacy Strategie
s
Time Frame Resource Required
Teachers
Parents
Barangay residents
Others
DIVISION/SCHOOL IPED ADVOCACY PLANTarget
StakeholderMessage
to be Conveyed
MediumDesired
OutcomeAdvocacy Strategie
s
Time Frame Resource Required
Teachers PowerPoint Presentation
IPEd in the K to 12
Localization
Formation of core group at D.O. / school
level and advocate IPEd
MeetingRadio
TVCellphone
T-shirtsFlaglets
Tarpaulin
Meals and Snacks?
Registration Fee?
ParentsPowerPoint
Presentation
Flyers
Appreciation of IPEd
MeetingRadio
TVCellphone
T-shirtsFlaglets
Tarpaulin
Flyers/Brochures
Barangay residentsPowerPoint
Presentation
Flyers
Appreciation of IPEd
MeetingRadio
TVCellphone
T-shirtsFlaglets
Tarpaulin
Flyers/Brochures
RA 9155
• Au.R.A• Quality Assurance• S.I.P. / A.I.P.
Hudhud Pagsi
Thank you!
Briefer for the Committee on Basic Education and Culture, House of Representatives , August 11, 2010
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EFA/MDG Organizational Effectiveness
SBM Dimesions
Leadership Curriculum & Learning
Accountability Systems
Resource Management
K to 12 Curricul
um
StrategiesPASBE
ACCES Principles
+
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
ACCESs, SBM, PASBE
PASBE is anchored on the principle of ACCESs. . .
An accredited school is not only child-friendly; it should also be community-centered.
The Journey to ACCESs: From Nurturing the Child to Nurturing the Community
Child-and Community-Centeredness
Transitioning to Child- and Community-
Centeredness
Child-Centeredness
• Highly Functional
• Operational
• Emerging1
2
3
Accreditation Status
Level III(Self-renewing/regulating)
Level II(Operational)
Level I(Emergent)
Level of Practice SBM-PASBE Operational Framework
Autonomous(Re-accredited
Status)
Accredited(initial
accreditation)
Applicantstatus
Leadership for Accelerated Learning
Curriculum and Learning for Responsible
Citizenship
Transparent Management of
Resources
Performance Accountability for Quality Education