Home⇛Psychology and Education: A Multidisciplinary Journal⇛vol. 40 no. 4 (2025)

Implementation And Effectiveness of Indigenous Peoples Education (DepEd Order 62, S. 2011) Policy Framework in Tupi, South Cotabato

Ronaldo Pedrajas | Jeremiah Mosquera

Discipline: social policy

 

Abstract:

The United Nations and the Philippine Department of Education have highlighted the need for education that respects the unique cultural contexts of indigenous peoples, as conventional schooling often fails to equip them with relevant skills or support their communities. Responding to this, the DepEd Order 62, s. 2011 established the Indigenous Peoples Education (IPEd) Program to promote a culturally grounded education through curriculum contextualization, community involvement, and capacity building for indigenous schools and teachers. This study examined the implementation and effectiveness of the Indigenous Peoples Education Policy Framework (IPEd) in IP Schools in Tupi, South Cotabato, for SY 2021-2022. Specifically, it assessed the schools' profiles, the extent of IPEd implementation in curriculum, capacity building, and planning, the effectiveness of indigenized instructional materials and socio-cultural awareness, and explored whether school profiles and implementation levels influenced IPEd's effectiveness. The study concludes that IP schools in Tupi have diverse demographics in student population, teacher distribution, pupil ethnicity, and language, with the Blaan group and bilingualism in local languages prevalent. The IPEd policy framework shows moderate implementation and effectiveness, particularly in curriculum development, teacher capacity building, and socio-cultural integration, yet improvements are needed. A strong relationship exists between the extent of policy implementation and its effectiveness, suggesting that comprehensive implementation boosts cultural responsiveness and educational relevance for indigenous learners. Key recommendations include creating culturally responsive curricula, enhancing teacher training in indigenous pedagogy, prioritizing indigenized instructional materials, implementing a monitoring system, and providing tailored support for schools with diverse needs.



References:

  1. Abdu-Raheem, B. O. (2011). Availability, adequacy, and utilization of social studies instructional materials in Ekiti State secondary schools. Journal of Current Discourse and Research, 3, 242-255.
  2. Bonifacio, R. M., Zaman, D. J. M. R., Prantilla-Arambala, M. D., & Zarate, M. S. (2021). Effects of indigenous language conversation skills enhancement program among Bukidnon and Talaandig youths in the Philippines. Ampersand, 8, 100076.
  3. British Council for Teaching English (n.d.). Sociocultural awareness.  https://www.teachingenglish.org.uk/professional-development/teachers/knowing-subject/q-s/sociocultural-awareness
  4. Bryce, E. (2023). What’s the difference between race and ethnicity?. https://www.livescience.com/difference-between-race-ethnicity.html
  5. Burnham, K. (2020). 5 culturally responsive teaching strategies.  https://www.northeastern.edu/graduate/blog/culturally-responsive-teaching-strategies/
  6. Cámara-Leret, Rodrigo et al. (2019, November 1). Climate change threatens New Guinea’s biocultural heritage. https://scite.ai/reports/10.1126/sciadv.aaz1455
  7. Campbell, E. And Hlafe, L. (2017). Indigenization and The University of Saskatchewan.  https://teaching.usask.ca/curriculum/indigenization.php#top
  8. Cataliotti, J. & Muscato, C. (2022). The ethnic groups of the Philippines.  https://study.com/learn/lesson/ethnicity-philippines-overview-groups-classification.html
  9. Cornell, S., & Hartmann, D. (2007). Ethnicity and race: making identities in a changing world. Thousand Oaks: Pine Forge Press.
  10. De Castro, A. & Gregorio, B. (2019). Contextualized curriculum design in alternative learning system in Batangas and Batangas City. Vol. 3 No. 2N (2019): Ascendens Asia Journal of Multidisciplinary Research Abstracts.  https://ojs.aaresearchindex.com/index.php/AAJMRA/article/view/10468
  11. De la Fuente, J. (2021). The education situation of vulnerable groups in the Philippines. https://www.teacherph.com/education-situation-vulnerable-groups-philippines/#Indigenous_Peoples_Learners_Public_School_Enrollment
  12. Department of Education (2015). DepEd Order no. 32 adopting the indigenous peoples education curriculum framework.  https://www.deped.gov.ph/wp-content/uploads/2015/07/DO_s2015_32.pdf
  13. Department of Education (2021). DepEd marks 1st decade of Indigenous Peoples Education Program (IPEd) with 2.5M learners served.  https://www.deped.gov.ph/2021/10/08/deped-marks-1st-decade-of-indigenous-peoples-education-program-iped-with-2-5m-learners-served/
  14. Department of Education (2022). Basic education development plan.  https://www.deped.gov.ph/wp-content/uploads/2022/05/DO_s2022_024.pdf
  15. Department of Education (2022). DepEd Order No. 24 Adoption of the Basic Education Development Plan 2030.  https://www.deped.gov.ph/wp-content/uploads/2022/05/DO_s2022_024.pdf
  16. Department of Education Enhanced Basic Education Information System (2021). Program monitoring and evaluation system assessment.  https://www.adb.org/sites/default/files/linked-documents/45089-002-pme.pdf
  17. Department of Education SOCCSKSARGEN Region (2012). Region Memorandum CLMD No. 124 technical working group for proposed IP senior high school.  https://depedsouthcotabato.org/wp-content/uploads/2022/04/Region-Memorandum-CLMD-124-TECHNICAL-WORKING-GROUP-FOR-PROPOSED-IP-SENIOR-HIGH-SCHOOL.pdf
  18. DepEd Order No. 22 (2016). Implementing guidelines on the allocation and utilization of the indigenous peoples education (IPED) program support fund for fiscal year 2016.  https://www.deped.gov.ph/wp-content/uploads/2016/04/DO_s2016_22.pdf
  19. Dolatre, I. and Luis, M. (2016). Relevant learning for indigenous Filipinos.  Cartwheel Foundation, Inc.  https://www.childhoodexplorer.org/relevant-learning-for-indigenous-filipinos
  20. Eduardo, J. And Gabriel, A. (2021). Indigenous peoples and the right to education: the Dumagat experience in the provinces of Nueva Ecija and aurora, in the Philippines. SAGE Journals. https://doi.org/10.1177/2158244021100949.  https://journals.sagepub.com/doi/full/10.1177/21582440211009491
  21. Ferguson, L. J., Girolami, T. M., Thorstad, R., Rodgers, C. R., & Humbert, M.. (2021, January 16). “That’s what the program is all about… building relationships”: exploring experiences in an urban offering of the Indigenous youth mentorship program in Canada. https://scite.ai/reports/10.3390/ijerph18020733
  22. Fernandez, L. (n.d.). Indigenized instructional materials.  https://www.academia.edu/30492122/INDIGENIZED_INSTRUCTIONAL_MATERIALS
  23. Ganal, N. (2017). University of Ottawa Indigenous Peoples Education Curriculum Model: Basis in the development of indigenous peoples education curriculum for PNU-North Luzon. The Normal Lights Volume 11, No. 1
  24. Girbés-Peco, S. (2016, October 22). Full Issue. https://scite.ai/reports/10.17583/hse.2016.2363
  25. Gubalani, R. (2021). DepEd-12 boosts rollout of IP education program. Philippine News Agency.  https://www.pna.gov.ph/articles/1158634
  26. Halasan, R. (2018). How Indigenous People Education Programs in the Philippines Adapt in a Diverse Society?.  http://web.nlp.gov.ph/childrensconference/sites/default/files/attachment/Topic%20II_Randy_halasan.pdf
  27. Highlander Institute Spotlight Series (2017). Develop sociocultural awareness.  https://highlanderinstitute.org/spotlight/crsp-teacher-practice-1-1/
  28. Homes, K. (2016) Language: The essence of culture.  https://greenheart.org/blog/greenheart-international/language-the-essence-of-culture/
  29. Howard, T. (2020). 7 Culturally responsive teaching strategies and instructional practices.  https://www.hmhco.com/blog/culturally-responsive-teaching-strategies-instruction-practices
  30. Indigenous Peoples Education Office (2021). DepEd marks 1st decade of Indigenous Peoples Education Program (IPEd) with 2.5M learners served.  https://www.deped.gov.ph/2021/10/08/deped-marks-1st-decade-of-indigenous-peoples-education-program-iped-with-2-5m-learners-served/
  31. Indigenous Peoples’ International Centre for Policy Research and Education (2022).  Indigenous peoples and the sustainable development goals Philippines. https://www.indigenouspeoples-sdg.org/index.php/english/all-resources/ipmg-position-papers-and-publications/ipmg-reports/national-regional-reports/127-indigenous-peoples-and-the-sustainable-development-goals-philippines/file
  32. Jowsey, T. (2019, August 13). Three zones of cultural competency: surface competency, bias twilight, and the confronting midnight zone. https://scite.ai/reports/10.1186/s12909-019-1746-0
  33. Kareen, O., Khuan, W., Jusoff, K., and Awang, M. (2010). Teacher capacity building in teaching and learning: the changing role of school leadership. DOI:10.58809/BKAY8655.  https://www.researchgate.net/publication/260210236_Teacher_capacity_building_in_teaching_and_learning_The_changing_role_of_school_leadership
  34. Krasnoff, B. (2016). Culturally responsive teaching a guide to evidence-based practices for teaching all students equitably.  https://educationnorthwest.org/sites/default/files/resources/culturally-responsive-teaching.pdf
  35. Llego, M. (2021). How to contextualize curriculum for improved academic achievement.  https://www.teacherph.com/contextualize-curriculum/
  36. McCarty, T.L. and Nicholas, S.E. (2014). Reclaiming indigenous languages: a reconsideration of the roles and responsibilities of schools. Rev. Res. Educ., 38 (2014), pp. 106-136
  37. MindaNews (2015). DepEd opens first senior high K-12 curriculum for IPs in South Cotabato.  https://www.mindanews.com/top-stories/2015/05/deped-opens-first-senior-high-k-12-curriculum-for-ips-in-south-cotabato/
  38. Mondal, J. (2016). Education in culture: An anthropological approach. International Journal of Research in Social Sciences. 2016, Vol: 6, Issue: 6
  39. Montaner, R. (2020). The implementation of indigenous peoples education program in the Ayta Magbukun Tribe of Bataan, Philippines. Ateneo de Manila University.  https://archium.ateneo.edu/theses-dissertations/349
  40. Montero, A. (2019). How 3 teachers are changing lives in Indigenous Peoples (IPS) Schools.  https://www.edukasyon.ph/blog/how-3-teachers-are-changing-lives-in-indigenous-peoples-ips-schools
  41. Moralez, M. (2014). Cultural and epistemological profile of Filipino learners. Electronic Journal of Science Education. Vol. 18 No. 6. https://files.eric.ed.gov/fulltext/EJ1188284.pdf
  42. Oskineegish, M., & Berger, P. D. (2021, March 10). Teacher candidates’ and course instructors’ perspectives of a mandatory Indigenous Education course in teacher education. https://scite.ai/reports/10.26522/brocked.v30i1.798
  43. Parallag, M. (2022). Indigenization of instructional materials in speech and stage arts for teacher preparation program.  https://bit.ly/3KF98GuAlingasa, Rona Dhel. (2021). Integration of Indigenous Peoples Education in Cabacanan Elementary School. 10.13140/RG.2.2.13980.21129.
  44. Prodigy (2021). Culturally responsive teaching: examples, strategies and activities for success.  https://www.prodigygame.com/main-en/blog/culturally-responsive-teaching/
  45. PSA Census of Population (2020). “Region XII (Soccsksargen).” Total Population by Province, City, Municipality and Barangay. 
  46. Reyteran, R. (2021). Teaching in IP schools: an analysis of teachers’ experiences as input to pre-service teacher education. International Journal of Language and Literary Studies, 3(4), 131–142. https://doi.org/10.36892/ijlls.v3i4.758
  47. Rogers, N. (2020). Saving a Language, preserving a culture. UNM Newsroom.  http://news.unm.edu/news/saving-a-language-preserving-a-culture
  48. Saway, M., Wu, T., & Chao, R.. (2022, November 6). The construction of tribal learning mechanisms in indigenous higher education. https://scite.ai/reports/10.20525/ijrbs.v11i7.1997
  49. Sridhar, L. (2020). Promoting socio-cultural sensitivity in classrooms.  https://www.linkedin.com/pulse/promoting-socio-cultural-sensitivity-classrooms-lalit-sridhar
  50. UNESCO (2018) https://www.un.org/development/desa/indigenouspeoples/mandated-areas1/education.html
  51. Villaplaza (2021). Level of implementation of indigenous peoples education program in Agusan Del Sur, Philippines. Department of Education, Division of Agusan Del Sur, Philippines.
  52. Washington, B. (2019). Keys to improving teacher professional development.  https://www.graduateprogram.org/2019/09/keys-to-improving-teacher-professional-development/
  53. Welker, G.  (2016) Indigenous peoples literature.  ghwelker@gmx.com 1993-2016.
  54. Williams, C. (2012). Multiple regression as a practical tool for teacher preparation program evaluation. Journal of Case Studies in Accreditation and Assessment.  https://files.eric.ed.gov/fulltext/EJ1057751.pdf.

Tools


Copyright © 2025  KITE Digital Educational Solutions |  Exclusively distributed by CE-Logic