Task 2

1.
Why does the government give so much emphasis on or assistance and support to the
Indigenous People of our country? Are there adult education courses or skills and capability
trainings offered or given to them not given or offered to the majority of our countrymen?
Because they are the most prone to discrimination in our country because of their different way
of life compare to the non-indigenous people. They are usually being bullied and that most of
them prefer not to go to school anymore and it will be contradicted in achieving the EFA goal of
our country. From that concern, DepEd offers special curriculum for indigenous peoples. Serious
in its mandate to make Education For All (EFA) a reality and inclusive of all learners, the
Department of Education offers an alternative learning system curriculum to members of
indigenous cultural communities to address their learning needs. Supported by DepEd order No.
101 s. 2010, the Alternative Learning System (ALS) Curriculum for Indigenous Peoples (IPs)
Education was developed in coordination with the National Commission on Indigenous Peoples
(NCIP) and validated by IP leaders in IP communities. “The curriculum was specifically-written to
be culture-sensitive with the end-view of helping them become functionally literate and be net
contributors to our society,” Luistro added. The learning competencies of the IP curriculum were
drawn from the existing ALS curriculum for the basic literacy, elementary and secondary levels.
The curriculum content, however, was based on Indigenous Peoples Act (IPRA) or Republic Act
8371.
The IP curriculum reflects the core areas of the IPs’ day to day concerns, foremost of which is
family life. This area touches on the life of an IP as a member of the family and his various roles in
relation to the bigger community. There is also health, nutrition and sanitation which feature
indigenous practices, knowledge and local beliefs on hygiene, health and food. It also discusses
common ailments and health issues confronting IPs brought about by their geographical
locations. Another area of learning is civic consciousness which is loaded with their aspirations
and sentiments as a people including their right to ancestral domain. There is also economics and
income which discusses the idea of supply and demand based on their own situation. It also
touches on the IPs’ ways of earning a living and caring for their communal source of life and
livelihood. The learning area on environment deals with the IPs communion with nature which
also stresses their strong tie to the environment. These learning areas will also help develop the
IPs communication skills, problem- solving and critical thinking abilities, development of self and
sense of community, practice of ecological and sustainable economics as well as expanding world
view. The curriculum and lesson delivery are written and discussed in the mother tongue of the
learners for optimum education outcome. “Many studies have proven that using the language
spoken at home in early schooling results to better comprehension and student performance.”
Related to this, DepEd, with assistance from the Australian government, will make quality
education more accessible to indigenous people through the Philippines’ Response to Indigenous
Peoples and Muslim Education (PRIME) program, a DepEd initiative to help address the learning
needs of school children belonging to the minority groups. Bankrolled by the Australian
Assistance for International Development (AusAid) DepEd is set to develop learning materials,
train teachers and adapt the curriculum to make teaching and learning culturally sensitive and
relevant to indigenous and Muslim school children.
2. Enumerate and discuss at least three issues besetting the Philippine educational system.
Across the years our educational system has been rocked by controversies which have
remained unabated up to this day. Amidst the welter of issues, two of them have managed to
stand out in importance: quality and relevance. The major difficulty in education in the
Philippines is the short-sighted policy of sacrificing the quality and quantity of education for
reasons of economy. Some of the issues and problems in the Philippine education may include
the following:
 Deteriorating quality of education

It is uncommon to hear college teachers decry the quality of students that come to
them. They lament the students’ inability to construct a correct sentence, much less a
paragraph. Private schools have been assailed as profit-making institutions turning out
half-baked graduates who later become part of the nation’s educated unemployed. All
these are indications of the poor quality of education.
There are multiple factors which have led to low educational standards. Studies and fact-
finding commissions have shown that the deteriorating quality of education is due to the
low government budget for education; poor quality of teachers; poor management of
schools; poor school facilities such as laboratory and library facilities; poor learning
environment; the content of the curriculum; inadequate books and science equipment;
the poor method of instruction; shortages of classrooms; and others.
 Budget for Education

The second issue that the Philippine educational system faces is the budget for
education. Although it has been mandated by the Philippine Constitution for the
government to allocate the highest proportion of its government to education, the
Philippines remains to have one of the lowest budget allocations to education among
ASEAN countries.
 Drop-out Rate (Out-of-school youth)

The Philippines overall has 1.4 million children who are out-of-school, according to
UNESCO's data, and is additionally the only ASEAN country that is included in the top 5
countries with the highest number of out-of-school youth. In 2012, the Department of
Education showed data of a 6.38% drop-out rate in primary school and a 7.82% drop-out
rate in secondary school. Castro further stated that "the increasing number of out-of-
school children is being caused by poverty. The price increases in prices of oil, electricity,
rice, water, and other basic commodities are further pushing the poor into dire poverty."
Subsequently, as more families become poorer, the number of students enrolled in
public schools increases, especially in the high school level. In 2013, the Department of
Education estimated that there are 38, 503 elementary schools alongside 7,470 high
schools.
 Shortage of school buildings, textbooks, and equipment

Since 1960, elementary enrolment has been expanding at the rapid rate of 4% a year
owing to increase in the number of children and in the enrolment ratio.
The shortages of classrooms and textbooks are particularly severe. The nationwide
classroom shortage is estimated to be 40,000 and the DECS (now DepEd) operates two
shifts in many schools. The textbook problem is even more serious. A survey done in
preparation for a World Bank education loan found that the pupil-textbook ration in the
public elementary schools is 10:1 and 79% of the textbooks are more than 5 years old.
This situation has persisted for many years.
Other teaching tools, such as science materials, teaching devices and audio-visual aids,
are also in short supply. Perennial graft and corruption in the acquisition of books and in
the construction of school buildings has often been reported. This situation handicaps
the teaching staff in their work.
 Overworked and underpaid teaching staff

Teaching has often been referred to as the “most notable of all professions.” To many
teachers, however, the noble image of their profession has been transformed into an
illusion. Over the last three decades, we have come to think of the Filipino teachers as
overworked and underpaid professionals.
The fact that teachers are paid subsistence wages is only half of their sad story. Their
daily bout with dilapidated classrooms, overcrowded classes, and lack of teaching
materials, among others, make the teachers hardly rewarded work even more difficult.
Aside from classroom instructions, teachers perform a host of backbreaking and time-
consuming jobs unrelated to the teaching function. The National Research and
Development Center for Teacher Education under the DECS listed 76 extracurricular
activities performed by public school teachers. Such activities include Operation
Timbang, census taking, tax consciousness drive, Clean and Green Drive, Alay-Tanim,
Alay-Lakad, fund raising campaigns, lining the streets to welcome foreign dignitaries, etc.
To do all these, teachers are forced to work two or three hours overtime everyday. They
also have to report during weekends and holidays and even during their yearly vacation
time.
3. Identify and described at least three programs that your agency has partnered with the
community to implement. Provide reasons, aims or motives behind the partnership.
1. KALASAG (Kabataan Laban Sa Bawal na Gamot) – Our school, the Ilocos Norte Regional
School of Fisheries signed the agreement on this program/movement in partnership with the
Ilocos Norte Police Provincial Office (INPPO). This campaign aims to help the youth not to be
led astray and not to be involved in illegal drug activities. In this program we will have an
assurance to make our school and our students illegal drug free.
2. ZONTA Club – our school also signed to this movement to support their program in
educating and empowering women through service advocacy empowerment. The Zonta
Club of Ilocos Norte has been focusing on encouraging men to advocate for ending violence
against women and engaging community members through multiple events and programs.
This program also helps educate the community specially our students regarding their
advocacy.
3. BRGY OFFICIALS/PARENTS – Our forever partners in school development signed our
campaign on continuous school development and improvement not only for the sake of our
students and teachers, but the school as a whole.

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1.

 Deteriorating quality of education

 Budget for Education

 Drop-out Rate (Out-of-school youth)

 Shortage of school buildings, textbooks, and equipment

 Overworked and underpaid teaching staff

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