1987 1997 1999 2002 The present constitution, which was written in 1987, in Article XIV Sec 1 states: “The State shall protect and promote the right of all citizens to quality education at all levels, and shall take appropriate steps to make such education accessible to all.” Furthermore, Sec 17 also reads: “The State shall recognize, respect, and protect the rights of indigenous cultural communities to preserve and develop their cultures, traditions, and institutions. It shall consider these rights in the formulation of national plans and policies.” These mandates were unfortunately not supported by specific legislation or policies. In October 1997, President Fidel V. Ramos signed into law Republic Act 8371 “the Indigenous Peoples’ Rights Act (IPRA).” This legislation lays down the legal framework for addressing indigenous peoples’ poverty. It seeks to alleviate the plight of the country’s “poorest of the poor” by correcting, through legislation, the historical errors that led to the systematic dispossession of and discrimination against the indigenous peoples. Among the organizations in the country that promoted indigenous learning is the Asian Council for People’s Culture (ACPC). It was ACPC that came up with the SIKAT Programme. SIKAT is the Filipino word for ‘rising’ and at the same time the acronym for ‘Schools for Indigenous Knowledge and Traditions’. The idea for the development of a culturally-responsive education was first expressed in 1999 by several of the indigenous leaders present in one of ACPC’s trainings. Sagu-Ilaw SIKAT is the school that was established by Datu Mandimati (Conrado Binayao) on February 28, 2002 in cooperation with ACPC via its SIKAT programme. The school was established for the Bukidnon Tribe of Manolo Fortich and was given the name Saguilaw. Sagu-ilaw means “wisdom of the true, good and living story of Magbabaya - creator of the world, heaven and everything in it and the maker of man with his soul and spirit in man.” 2004 In November 4, 2004 the tribe established the Sagu-Ilaw Technical and Vocational School with the assistance of the several government agencies and from a grant from the German government. Equipment for woodworking was donated by the Germans for the use of Sagu-Ilaw. The vocational school aims for imparting upon its members continuous skills and vocational training in coordination with different government agencies. Another target is capability building for entrepreneurship through the fabrication of furniture crafts and housing components and also traditional art 2005 In November 4, 2004 the tribe established the Sagu-Ilaw Technical and Vocational School with the assistance of the several government agencies and from a grant from the German government. Equipment for woodworking was donated by the Germans for the use of Sagu-Ilaw. The vocational school aims for imparting upon its members continuous skills and vocational training in coordination with different government agencies. Another target is capability building for entrepreneurship through the fabrication of furniture crafts and housing components and also traditional art 2011 2015 2016 2017 2020 Data in 2011 shows that despite 91.21% net enrollment in primary education, only 70.96% of this complete elementary school. Data for IP youths in the country, however, is worse. Of the estimated 5.1 million IPs under 18 years old in the Philippines, only around 1.2 million IP children are enrolled in elementary and high schools. Recent statistics in the national performance of Filipino students are grim. According to a study done by Cornelio and De Castro in 2016, they cited that the Philippines has been flagged as one of the “worst performers” in Asia in terms of the achievement of the 2015 Millennium Development Goals (MDG) in Education based on the data in 2011. In connection with these point, the Philippines continue to look into relevant programs that ensure more Filipino IPs have access to quality education—basic up to tertiary— appropriate and developmental to their culture, beliefs, and values to skew the abovementioned numbers. One of these programs is the EAP of the NCIP. Discrimination and Exclusion of IPs is the most prevalent existing problem in the implementation of IP Education programs in the country. According to research, most IPs in formal school settings are mostly discriminated for their way of living, mostly viewed as “backward, uncivilized, or ignorant,” further discouraging IP learners to attend classes and programs available in and near their communities. Formal school settings do not suit the needs and cultural reservations of some ICC/IPs as well. This could be a factor that dejects them to go to schools. Most schools in the country offer “neoliberal” education structure, where the learners are expected to study how they can cope with the rapidly changing and increasingly globalized world, not necessarily centered in preserving old and local indigenous culture and addressing their modest community living needs. The Department of Education (DepEd) further strengthened the Indigenous Peoples Education (IPEd) program through continuous consultations with IP elders, leaders and community representatives during the 2017 National Indigenous Peoples Education Gathering on January 10 in Davao City. The gathering commemorated 10 years of meaningful dialogue between the DepEd and IP communities all over the country that led to the birth of various policy issuances that provide appropriate directions for IPEd Program implementing regions and divisions, so that initiatives are responsive to the aspirations and educational needs of IP learners. Since online teaching is not an option in the remote areas where most of the indigenous peoples (IPs) are living due to lack of signal and internet connections, their elders serve as the partner of the Department of Education (DepEd) in addressing the distance learning barrier. Michelle Lacson, regional information officer of the DepEdCentral Luzon, said on Friday IP elders underwent online training on Indigenous Peoples Education (IPED) learning materials development based on IP alphabet primers to equip them with the necessary knowledge on how to guide and mentor their children on their studies. SUBMITTED BY: CATIAN, RHON CHRISTIAN DAVE F. CATIAN (BSED-ENG 1A STUDENT) SUBMITTED TO: MRS. ELVIE O. LACDAG (E160 INSTRUCTOR)
