Implementation and responsiveness of indigenous people education program in Socsargen

https://doi.org/10.35912/jshe.v4i4.1990
Published: Aug 6, 2024

Abstract:

Purpose: This study aimed to examine the implementation and responsiveness of the Indigenous Peoples Education Program (IPEd) in South Cotabato, Sarangani, and General Santos City (SocSarGen), focusing on evaluating the level of IPEd implementation and schools' responsiveness in meeting the educational requirements of Indigenous Peoples students enrolled in the IPEd initiative.

Research methodology: A descriptive quantitative approach was utilized, employing surveys to gather data on the implementation and responsiveness of the IPEd Program. The data were analyzed to evaluate the degree of implementation and responsiveness of the various indicators.

Results: The findings revealed strong implementation of the IPEd Program, emphasizing robust support for building learning resources, ensuring teachers' efficiency, and creating a culturally responsive curriculum. Notable success was observed in curriculum development, learning resources, educational intervention, and the physical learning environment. However, capacity building remains an area of improvement.

Limitations: The scope of the study is confined to South Cotabato, Sarangani, and General Santos City, focusing solely on the specific dimensions of IPEd implementation and responsiveness within the specified geographic area.

Contribution: This study enhances the existing knowledge base by delivering a thorough evaluation of the implementation and responsiveness of the IPEd Program in SocSarGen. It offers valuable insights to policymakers, educators, and stakeholders to enhance the quality of education for indigenous students and to foster educational equity.

Novelty: This study contributes to a comprehensive understanding of the implementation and responsiveness of the IPEd Program in SocSarGen.

Keywords:
1. Implementation
2. Responsiveness
3. Indigenous Peoples Education Program
4. Socsargen
Authors:
Norman Norberte
Department of Education, Philippines
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How to Cite
Norberte, N. (2024). Implementation and responsiveness of indigenous people education program in Socsargen. Journal of Social, Humanity, and Education, 4(4), 263–275. https://doi.org/10.35912/jshe.v4i4.1990
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Vol. 4 No. 4 (2024): August
Articles
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References

    Andrada, M. D., Magalona, J. S., & Evangelista, L. T. (2020). Education and ethnicity: A phenomenology from the lens of the indigenous peoples of Camarines Sur. Asia Pacific Higher Education Research Journal (APHERJ), 7(1).

    Anthony-Stevens, V., Moss, I., Jacobson, A. C., Boysen-Taylor, R., & Campbell-Daniels, S. (2022). Grounded in relationships of support: Indigenous teacher mentorship in the rural west. Rural Educator, 43(1), 88-104.

    Asuncion, R. E. L., & Follero, M. J. C. (2024). IMPLEMENTATION OF NATIONAL INDIGENOUS PEOPLE (IP) EDUCATION POLICY FRAMEWORK AND THE LEVEL OF PRACTICE OF INDIGENOUS KNOWLEDGE SYSTEM PRACTICES (IKPS) IN THE CALABARZON REGION: BASIS FOR INNOVATIVE IPED CURRICULUM MODEL. Ignatian International Journal for Multidisciplinary Research, 2(1), 391-420.

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  1. Andrada, M. D., Magalona, J. S., & Evangelista, L. T. (2020). Education and ethnicity: A phenomenology from the lens of the indigenous peoples of Camarines Sur. Asia Pacific Higher Education Research Journal (APHERJ), 7(1).
  2. Anthony-Stevens, V., Moss, I., Jacobson, A. C., Boysen-Taylor, R., & Campbell-Daniels, S. (2022). Grounded in relationships of support: Indigenous teacher mentorship in the rural west. Rural Educator, 43(1), 88-104.
  3. Asuncion, R. E. L., & Follero, M. J. C. (2024). IMPLEMENTATION OF NATIONAL INDIGENOUS PEOPLE (IP) EDUCATION POLICY FRAMEWORK AND THE LEVEL OF PRACTICE OF INDIGENOUS KNOWLEDGE SYSTEM PRACTICES (IKPS) IN THE CALABARZON REGION: BASIS FOR INNOVATIVE IPED CURRICULUM MODEL. Ignatian International Journal for Multidisciplinary Research, 2(1), 391-420.
  4. Baron, J. (2022). HIV/AIDS Awareness and the Level of Sexual Risk Behaviors Among Senior High School Students: An Evaluation. Journal of Social, Humanity, and Education, 3(1), 43-55.
  5. Baron, J. V. (2023). Level of cultural sensitivity and its influence on teachers’ performance. Journal of Social, Humanity, and Education, 3(4), 271-283.
  6. Baron, J. V., & Cruz, J. A. D. (2023). The spiral progression approach in teaching science: Its Volatilities, Uncertainties, Complexities, and Ambiguities (VUCA). Journal of Social, Humanity, and Education, 3(2), 89-103.
  7. Baron, J. V., & Robles, A. C. M. O. (2023). Structural equation model: Organizational performance among state universities and colleges in Philippines. Journal of Social, Humanity, and Education, 3(4), 307-320.
  8. Battiste, M. (2014). Decolonizing education: Nourishing the learning spirit. Alberta Journal of Educational Research, 60(3), 615-618.
  9. Bishop, A. R. (1995). Collaborative research stories: Whakawhanaungatanga. University of Otago.
  10. Castagno, A. E., & Brayboy, B. M. J. (2008). Culturally responsive schooling for Indigenous youth: A review of the literature. Review of educational research, 78(4), 941-993.
  11. Cornelio, J. S., & de Castro, D. F. T. (2016). The state of indigenous education in the Philippines today. Indigenous Culture, Education and Globalization: Critical Perspectives from Asia, 159-179.
  12. DepEd. (2015). DepEd Order No. 32, s. 2015: Adopting the Indigenous People Curriculum Framework.
  13. DepEd. (2016). DepEd Order No. 22, s. 2016: Implementing Guidelines on the Allocation and Utilization of the Indigenous Peoples Education (IPED) Program Support Fund for Fiscal Year 2016.
  14. Eduardo, J. P., & Gabriel, A. G. (2021). Indigenous peoples and the right to education: The dumagat experience in the provinces of Nueva Ecija and Aurora, in the Philippines. Sage Open, 11(2), 21582440211009491.
  15. George, A. A. (2021). Social and cultural influences and their implications for sustainable tourism: A case study of Trinidad & Tobago's tourism and the growth of the LGBTQ traveler segment. Journal of Sustainable Tourism and Entrepreneurship, 2(3), 147-157.
  16. Kester, K., Sweeney, L., Chang, C., Watkins, M., & Cha, J. (2020). Decolonizing higher education: Practical examples from international and intercultural educators in Korea. The Korea TESOL Journal, 16(1), 27-53.
  17. Lamb, A. J., & Weiner, J. M. (2018). Institutional factors in iPad rollout, adoption, and implementation: Isomorphism and the case of the Los Angeles Unified School District’s iPad initiative. International Journal of Education in Mathematics, Science and Technology, 6(2), 136-154.
  18. McCarty, T. L., Romero-Little, M. E., Warhol, L., & Zepeda, O. (2009). Indigenous Youth as Language Policy Makers. Journal of Language, Identity, and Education, 8, 291–306.
  19. Mercado, M. G. M. (2021). Culturally responsive curriculum: A case study of IP school in the philippines. Journal of Community Development Research (Humanities and Social Sciences), 14(3), 1-9.
  20. Miller, C. (2005). Aspects of Training That Meet Indigenous Australians' Aspirations: A Systematic Review of Research: ERIC.
  21. Oxtero, I. A. (2022). Problems Encountered in the Implementation of Indigenous Peoples Education (IPEd) Program in Agusan del Sur: Basis for Proposed Intervention Program. Asian Journal of Research in Education and Social Sciences, 4(2), 98-125.
  22. Sleeter, C. E. (2001). Preparing teachers for culturally diverse schools: Research and the overwhelming presence of whiteness. Journal of Teacher Education, 52(2), 94-106.
  23. Smith, L. T. (2018). The art of the impossible–defining and measuring Indigenous research? Dissident knowledge in higher education, 21-40.
  24. Snively, G., & William, W. a. L. (2016). Knowing Home: Braiding Indigenous Science with Western Science: University of Victoria.
  25. Victor, L., & Yano, B. (2016). Actualizing the inclusion of indigenous peoples’ rights in education: A policy initiative in the Philippines.