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By IftA tlER.I{ANUO-
A{ALIPOT
The Department
Educatisn (DeptrIdi has
initiated the tler,etopmc*t
of an educatit"u: curu"icu-
lum that was designed to
rneet the learning needs
ul' tltt; Irrdigt'tr+us Fue.
ries t I lrs:t r:onunur'itics
X'hnr.igh f]erpEd's
$ru'cau uli .{]lenlu-
tive Learning Systcr;:
(IJALS), tirti Ail.ernatir"e
Learning Syslcm L\L$)
ctrriculunr lbr [i:'s was
developed in ft)sponse
to the Education F-br Ali
tEl}\) campaign to pro-
vide the hasic learnulg
needs cf i..lll marginalized
leamers.
Accorriinrl to Bduca-
tion Secretary llnrlher
fu:rdn Lujstru, the IP
Eductiticn' Cr-rrricLrlum
ftx' lhe .41,S was tlcvtll-
oped in the year 20tXj irr
conrdination lvith th*
National Con"mrission
on Indigentius Peoples
(NCJP) and was validat-
ed b.y v*tiou:i indigenc,us
culh:rai ccmmunities
(ICOs) in the Philippines.
T'tre lP
Curriculurn is
to be irnplemented
trained ALS iniplernent-
n:rswith IP learners.
""l'!re lcl:rning colnpe-
tencies of the IP Curricu-
lun: we::e drriwn ft'om the
existing ;lLS curriculum
tbr the basic literacy, el-
eutenlary aurd second-
ary leveis," Luistro i:y-
plained. Ihe r:rerriculul::
conttnl, horvever, wils
baseEl cn the Indigenous
})coplir li.i64lits Ait {IPl{Ar
or the l{epuhlic Act (nA)
no.8371.
"Tlie educatiun g*al
*I'thu IP Curdr:uiurtt is
lht: attainment of the
wgx fcp x.-
life thst t*ur:he:s
r:s-rnr; suc'h as iunril.y
ou the liIe spar of an iP rs a n:ember
oi'lhe farniiv h'orn birth to deai.li. "Il.
tf d,nlinE:ilkrs Lhe vur.vlng rolts *f tlte
nrenibcrs of the irrmiiy and heiiv lhesc
affcct the itidividrritl and lhe rvhclc I{lC
in thelr resprrt;ivc rionieins," iac sailj
It also toucires on the heali:h. serni-
taticr:, uui nl;tri[iuri whiuh li;:ill,qs
inl.t l.he frrtr tltc IP's ;:ctrcrlpi, *f s,,*i
iiritl ihe rnvinrtutrt:n!. iiliil lit,,v cilrit
ilrtcrpiays u'ith thr.: rrtlier "Il. ieiiltu'es
t.hc iruligcn uus ptirr:t.iecs, k tuil letllic,
and loeal belietls on h-vgiene, heaith
and 1bcd. Ihe core arca discu.rst:s ti'ie
cornil-ion ailme-nts itr;tl ireallii issrtoi;
ronlir:niing thc II'}s brought l;y llrcir
unique geogaphical locatirins and
sit uatioiis," Luistro said.
?he Il' curriculum alri., ir;r;tries
r:rl ri'"ic consciottsness which tdgh-
lights thn rirh worldvieu, of []:]s rang-
ing from iheil life ways, identit-ri and
history. It is l*aded lreavily with tlicir
aspiratitlns, needs and sentirne::ls as
a pecple.
Luiritro.saici fhis coi"e arca aisr: in-
clt,ldes pmvisionr:of i.he fiA No. {}i:i:ll tN'
tl:r, IPIL{ which brings into conscious-
riess 1.1:e IP's ltghts to their encE:stral
riomain and their del,eloprnent.
"?he IP cuniculum also colers
the econornics arld iilcomris ber:;lr"se it
presents tlte system cf the cornmunity
managernent of supply iuid demimd
anroftg the IPs. It features the IP's
forrns or earuing a living atrd caliltg
l:-v for their commrinal sourcc of liie and
livelihood," he said.
T'he curriculurt lriii al:;o be r:erl-
tered on em'ironmenl u'hicli *rll cleal
*':th IP's cornmunion with natr*t, Ii
stresse$ their strong attachnrent to
the erlironrnent.
Ti:rough DepUd Ordr:r I01, s. !fli0
rel.eresutl Sei:terfuer 14, Luistrp sl.ilted
thai tire cr,r'e ie:.rrning cornpetencies
reflect'ed in ihe ie,rrnjng stra**; of
the iF curriculum have five Leamlng
Strantls.
fhis includes Leamin6 Strand
One - Cornmunicatioi'i Skjiis which
iuns to deveiop :he ability of the lP
Iearners tt) [rccess, critieally proces$
and cl"ft:cl.il,ely nurke usc ol'avall;rhlt
ir:tbrmation in a vaiiety ol nrccli* to be
 4ytu5
Eureau uf Aitet:ia-
tive l,earning Syster:r
(BALS), thc i\iten:ative
Learning System {ALS)
r:urriculilm lor IPs was
developed in response
to the Etltication For All
(EFA) ceuniraign tr: pro-
vide the basic learning
needri of ali rnarginalized
learnrx's.
Acconlinr, to Ecluca-
iion Secretary llrother
fuxiln L{sn"o, the IP
Etlucertic:r' Curricuium
frrr the A"l,S was ciilvel
oped in the year 2006 !n
coordinati,on '.vith the
National Couunlssion
crn Indigenous Peoples
(I,iCJP) a.r:d was validaf
ed by vadous indigenous
ctdlmral commtrnities
0CCs) in the Philippines.
The IP Cu:rictiiurn is
to i:e irnplemented l>3,
tralned ALS irnpleruent-
er..l qrith
IP learners,
"The lerningcompe-
tencies of the II'Curricu-
lum were drawn finm the
existing .i\L$ curriculurn
1'or the t-'asie literacy, el-
errrcntary and second-
ary leveis," [,uistro *x-
plaintd. The eurdcui*r:
content, horvcve4 was
heised on the trndigenous
l'eoplu Bights Act {I'Itul)
or the Hepublic Act (RA)
no. tt37l..
"TLre eclucati':ln goal
uf thr ltr) Ci;rr:iculum is
the irltainmr:rrt of tlie
funclieinal iitcl lt*y frrr lh*
Itr's." he added.
l,uistl'o saiti the IP
tiurriculurn reflects the
c*rl al'eas of the IF"s cou-
ll}terpiaJ^t !riLrI LIle (,)i,rll
the indigencus ;:r'iicticcs, kluri'iedgt-'.
and iuc;rl belieti on hygiere, h*aith
anri lbad. fhe cort a,rc;l disrlusses thr
cornii-lon ailn'rents anti heaiih issues
confiuting the IPs broughl lry thr:ir
unique geoguphical lucaticns and
situtrtioits," Luistrn said.
i'he ll' curriculurn also {{:cuses
r:r; civ:c eonscirtusncss which trii$r-
lights the rich worldvierv cf XIls rang-
ing from tlreir" life ways, irientil_r', anc!
history. It is loadeti heavily with il,r:ir ,
aspiratiuns, needs and sentirnents as
t* people.
'
Luistro sairi this core &rea aiso in-
r"'h"uhs provisions of the EA No. {i:}21 or
IPILI rvhich brings into conscious-
ttler
ncss tli* IP's tights to their ancs,stral
domain ;md the ir" derekrprnent.
"The IF cunicrilum alsn crllers
tiie ecorrumics aird incomes bei;;nlse it
presents *re system of the corirmunity
rnanagement of supply arntl derriud
amcng the IPs. It ibatr:res tlre IP's
forms or earning a living aucl c:ring
for their comrnunal source of lii'e and
lirelihoorl," he said.
The r:urriculurn w'iil also lrc cen-
ter"ed on environment whii:h u'ill cleal
r.r.{th IP's communion wii.h natixr,., lt
shesses their strong attachnrsnt [a
the enlirartmcr:t.
T'l:rough Deplld Order 101, s.2{.}i0
reieased Septenfier .14, l,uistru silrlerl
that the (:{;re iearning competencies
reflecled in lhe lcrcrning strands oi'
the IP curriculum have five Learnilrg
Strands.
This iircludes l,earning Strard
One - Comrnunication Skills whiclr
rirns to deveiop lhe arbility of thc lP
learnem to acce$s, critically prloces$
arrd cflbclivel.v rn;rke use of avaiLtltkr
ir:fbrmation in a variety ol mecliu to ire
atrlc to funttion ulli:ci.ivcly as ii nleln'
ber of lhr: fan,il-v, clcmnurniltri naticrn
and the worid; ar;d to activci.y par"tici-
plte in commudry" and econorric de-
'rel0plu.]nt.
t'=.
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