I.

RATIONALE

1.1 The Indigenous Peoples Education (IPEd) Program is DepEd’s response to the right of
indigenous peoples (IP) to basic education that is responsive to their context, respects
their identities, and promotes the value of their indigenous knowledge, skills, and other
aspects of their cultural heritage. Specifically, the objectives of the IPEd Program are the
following:

a. make the curriculum culturally responsive to the specific community context of IP

learners;
b. build the capacity of teachers, school heads, and other concerned personnel at
different levels of governance in implementing culture-based education for IPs;
c. c. support the development of culturally appropriate learning resources and learning
environment responsive to the specific community context of IP learners;
d. strengthen the policy environment supportive of IPEd; and
e. address the learning needs of IP learners who lack access to basic education services.

1.2 The IPEd Program supports the realization of the K to 12 Basic Education Curriculum,
which subscribes to the following standards and principles, among others: inclusive,
culture-sensitive, and flexible enough to enable and allow schools to localize, indigenize,
and enhance based on the community’s educational and social context.

1.3 To strengthen the capacity of DepEd in responding to IP learning needs, in a manner

that is flexible, demand-driven, and evidence-based, a Program Support Fund (PSF) shall
be provided to regional and schools division offices in FY 2016. For the implementation
of the program in 2016, the PSF shall be used solely for IPEd-related activities that
support three (3) thematic focus areas, namely: (1) curriculum and learning resources
development; (2) capacity building; and, (3) education planning for IPEd. These focus
areas aim at further building the institutional capacity of DepEd offices in responding to
and managing the complexities of IPEd implementation,supporting the indigenization of
the curriculum at the school/division level, and formulating education plans at the
division and school levels that are culturally relevant and responsive. Activities under
these thematic focus areas progressively build on previous years’ priority activities.
II. NUMBER OF ENROLLMENT ON IDENTIFIED IP SCHOOLS
(ELEMENTARY & SECONDARY)

Name of Schools Male IP Female IP Total Number Percentag e

Learners Learners of IP Base
Learners
MABILA CES 120 106 226 50%

TUCAL E/S 83 143 70%

60
KONEL E/S 40 35 75 50%

PULABATO E/S 184 150 334 80%

TAGEN E/S 75 74 149 70%

TININA E/S 91 81 172 60%

GUILLERMA A. OLARTE E/S 66 68 134 90%

ANGEL F. OLARTE SR. E/S 105 84 189 70%

CAMALIG E/S 33 36 69 70%

CAMAHUAL E/S 64 69 133 80%

 MANGAHOS E/S 36 37 74 80%

SANGKOKDATAL E/S 62 56 118 70%

LAKER E/S 54 36 90 80%

PATUKO 123 142 264 70%

(ELEMENTARY)

PATUKO 51 58 109 80%

(SECONDARY)

ALBERTO OLARTE SR. NHS 503 393 896 40%

JOSE DE ARCE MEMORIAL 105 89 194 70%

NHS

LIPOL GRACE ACADEMY 48 55 103 80%

INC.

Grand Total= 1,843 1,629 3,472 70%

2018 School Base IP Day held at Mangahos Elementary School last August
9,2018.
2018 District Panaghiusa held at Tucal Elementary School last October 11-
12, 2018 participated by 14 Elementary Schools and 3 Secondary
Shlppls \\jthiiUhe C)jstrict of Sar^^|?ti. ,J
 of the Philippines
ent of Education
Region XI
Davao Occidental
ANGANI DISTRICT

DXDXD) E

Ang Kagawaran ng Edukasyon

nakikiisa sa pagdiriwang ng the Philippines k of
Education ton XI
&ao Occidental

Republ

of the Philippines
lent of Education
Region XI
vision of Davao Occidental
SARANGANI DISTRICT

Ti
t of 2018 District Tribal Pa
jam, Davao Occidental on Oc1
the theme-:
amayanan Paqtibayin Tungo si
sulong ng Kafutubang Edukas1

ctobcr 2018 Qt Tucol Element

Ictober 11-12. 2018

AIMER
Public Sch
2018 Division Panaghiusa held at J<
ISta^Maria, Davao Occidental last < cto :r
Diitricts'of Davao

«P«RTWENT
EDUCATION'

ffilliU! i P il 1 ll/i * i J'\

Mi*
'1
lawaran ng E|
 2018 Regional Tribal Panaghiusa held at Malalag Central Elementary
School, Poblacion Malalag, Davao del Sur last Ortnher 1

*0*'’

IDAVAOg
Si 9 m

OCCIDENT
AL S

.V
 1st DIVISION IPEd SUMMIT & CAMPUS JOURNALISM CAMP held at
MANA CENTRAL ELEMENTARY SCHOOL last August 2-3,2018

IS Peoples

r°OCATION

Earanganj! I®~icl entail

ssa
 2018 DISTRICT VALIDATION ON INDIGENOUS KNOWLEGDE
SYSTEMS AND PRACTICES OF THE BLAAN and INDIGENOUS
PEOPLES EDUCATION PROGRAM ORIENTATION held at Municipal
REPUBLIC OF THE PHILIPPINES
DEPARTMENT OF EDUCATION
DIVISION OF DAVAO OCCIDENTAL
SARANGANI DISTRICT
2018 ACCOMPLISHMENT
REPORTS
SARANGANI DISTRICT
 2ND QUARTER INDIGENOUS PEOPLES EDUCATION (IPEd)
CCONFERENCE WITH REGIONAL and DIVISION INDIGENOUS
PEOPLES EDUCATION (IPEd) FOCAL PERSONS held at DIVISION
I VILLAGE, MALITA, DAVAO
13-14, 2018.

WELCOME
(UA*I*W lAMiUll)
Quarter . Conference wit
 2 DAY LEAVE-OUT WRITESHOP ON THE DEVELOPMENT OF
INDIGENIZED LESSON PLAN VOCABULARY/ DICTIONARY AND
OTHER LEARNING MATERIALS IN ALS and REPRODUCTION OF
BIGBOOKS OF THREE TRIBES( TAGAKAULO, MANOBO and BLAAN)
held at JUNIOR HIGH SCHOOL SCIENCE LABORATORY, MARIANO
PERALTA NATIONAL HIGH SCHOOL last SEPTEMBER
24-25, 2018.

t-yiwraf/

^MtlLtAlE;UUIjW]UmHDp;mHE
DEyEWPME\7t0FriMCEsnF.n>LFmKijuis
m
VOCABULARY MCTlOmYt
LEARMM, MATERIALS ISjALSANB1
REPRODUCTION OF BIC BOORS OF
TRUCE TRIBES
Tmkaulo.IRiuubo.Blau!
iPEd
High School Science Uieruten Qt ^ ^iano Perolto
Sutionol High School * *

\ 'd September 24-25.2018 / _

2 DAY LEAVE-OUT WRITESHOP ON THE
DEVELOPMENT OF INDIGENIZED LESSON
PLAN, VOCABULARY/DICTIONARYAND
OTHER LEARNING MATERIALS IN ALS
AND REPRODUCTION OF BIG BOOKS OF
THREE TRIBES (Tagakaulo, Manobo,
B loan)
III. SOURCE OF FUNDS DURING THE DISTRICT IP PANAGHIUSA

FUNDS AMOUNT

CASH SOLICITED (DONATIONS) Php 4, 000.00

500.00 per SCHOOL(18 Schools) 9, 000.00

2.00 per pupils (2,521 Pupils) 5, 042.00

20.00 per coach (20 Coaches) 400.00
Tarpaulin(Division IPEd) 1, 500.00

In kinds 14,000.00
2 LECHON (DONATED BY TUCAL
ELEMENTARY SCHOOL)

TOTAL= Php 33, 942.00

 DOCUMENTATION ON ENHANCED-SCHOOL OF LIVING TRADITION
(E-SLT) held at BALUT ISLAND, SARANGANI DAVAO OCCIDENTAL last
MARCH 7-9, 2018.
 IV. STATUS OF CONTEXTUALIZATION IN LESSON PLANNING

Contextualization is an educational process relating the curriculum to

a particular setting, area of application to make the competencies
relevant, meaningful and useful to lP learners. Contextualization could
either be localized or indigenized; Localization pertains to the process
of relating learning content specified in the curriculum to local local

and teaching learning process in relation to the bio-geographical,

historical and social-cultural context of the learners’ community.

In our locality preparing an indigenized lesson and activities is a

challenging task to that SARANGANI (Balut Island) is a diverse
community of cultures. In preparing the lesson, the community
competency is to be based on the IKSP’s evaluated and approved by
elders. After identifying approriate/relevant IKSP’s, the interfacing of
the community competency and national competency comes in to
show relationship and enhance the learning competency.
learned in the conduct of such indigenous knowledge system and practice. Thus,
pupils are expected to show appreciation and develop respect on the diversity of
culture of the community where they belong.

V. NUMBER OF ELDERS PARTICIPATED IN EACH ACTIVITY

Activity Number of IP Date Place Conducted the

Elders Conducted the Activity
Attended Activity

4
Documentation on Enhanced- Municipality of
School of Living Tradition (E- March 7-9, 2018 Sarangani, Davao
SLT) Occidental
2018 District Validation
on Indigenous Municipal
Knowledge System and Gym,Poblacion
June 20-22, 2018 Mabila, Sarangani,
Practices of the BLAAN
and Indigenous People
21 Davao Occidental
Education Program
Orientation

School-Based IP August 9, 2018 Mangahos

Panaghiusa 1 Elementary School

VI. BEST PRACTICE

✓ STRONG SUPPORT OF THE LGU & Stakeholders

Indigenous Peoples were remain the most vulnerable and

marginalized citizens because of their lack of access to basic
social services, limited livelihood opportunities which leads to social
economic and political exclusion.
The Local Government Unit of Sarangani shall likewise ensure that
adequate financial support from various sources such as the agency’s
regular annual budget and the LGU’s Special Education Fund (SEF),
among others, are readily available to implementing units to ensure
smooth implementation and sustainability of education services
especially of IPEd Programs.

implementation of stronger affirmative action to eradicate all forms

of discrimination against IP learners as a whole.

VII. INTERVENTION AND RECOMMENDATION

S Pro-poor policies in schools should be in place, including subsidies,
to help poor families meet the associated cost of education.

S There is an urgent need for curriculum reform to ensure that the

curriculum can be tailored to the local context;

S Continues support of the LGU;

S More timely expansions of the Alternative Learning System (ALS) for

Indigenous communities is important. Building from best-
practices, diverse, culture-based and learner-centered ALS for
indigenous people in the community they belong;

S Community participation is likely to increase the instances of parents

sending children to school; and

> Urgent action is needed to support the Mother Tongue network

and ensure the passage of House Bill 3719 reflecting the need for
multilingual instruction in schools and in literacy programs.
VIII. Geographical Location where Schools within the District
with 70% are located.
 IX. CHALLENGES ENCOUNTERED ON IPEd
IMPLEMENTATION

> Recognizing, respect and integrate the cultural values, histories,

languages, knowledge, traditions, customs of different tribes;

> Strengthens partnerships with indigenous peoples and their

communities as a fundamental factor in the sustainability of
programs of DepEd;

> Ensuring that indigenous peoples have equal access, and the
opportunity to reach, the same level of education as other citizens
of national community; and

> We, the indigenous people of the world, assert our inherent right
to self-determination in all matters. Self-determination is about
making informed choices and decisions. It is about creating
appropriate structures for transmission of culture., knowledge and
wisdom for the benefit of each of our respective cultures. Quality
education for our communities and each individual is central to
the preservation of our cultures and for the development of the
skills and expertise we need in order to be a vital part of twenty-
first century.