1. Bureau of Alternative Learning Peoples Education Curriculum
System (BALS)
Indigenous
Peoples Education Curriculum
(IP Education)

2. ALS Curriculum
Goal: Functional Literacy
One who can communicate effectively, solve problems scientifically, creatively and think critically, use resources sustainably and be productive, develop himself/herself and his/her sense of community and expand his/her world view.

3. ALS Curriculum A functional literate person is one who can
do the following:
COMMUNICATE EFFECTIVELY
listen with understanding
express one’s ideas
read with comprehension write clearly

4. ALS Curriculum
Solve problems scientifically, creatively and think critically
apply scientific thinking
make critical and informed decisions count and compute accurately
be innovative and creative

5. Use resources sustainably and be productive
ALS Curriculum
Use resources sustainably and be productive
earn a living
do productive work
use appropriate technology
practice sustainable use of resources

6. Develop himself/herself and his/her sense of community
ALS Curriculum
Develop himself/herself and his/her sense of community
Develop inter- and intrapersonal relations according to prevailing values and culture
Exercise civil and political rights with corresponding responsibilities
Demonstrate a sense of personal and national identity
Take pride in his/her culture and respect that of others

7. ALS Curriculum Expand one’s world view
Contribute to peace and solidarity
Resolve conflicts nonviolently

8. Indigenous Peoples Education Program (2004)
RATIONALE
Indigenous Peoples Education Program (2004) - An
ALS
Program
that
addresses
the
immediate
needs,
interests,
Peoples
and
(IP)
aspirations of
the
Indigenous
through
the
implementation of a
culturally-appropriate
and rights-based ALS curriculum

9. Background
Article II, Section 22 of the 1987 Philippine Constitution, reiterated in Section 2, Chapter 1 of the Republic Act of 8371
otherwise known as “The Indigenous Peoples Rights
Act and the
(IPRA) of
1997”, declares
that
the state
recognizes
promotes the right to the ICCs within the framework of national unity and development.
Section 30 of the IPRA Law, Chapter VI, under Cultural
Integrity, has a
provision on
Educational
Systems
which
indicates that “The State shall provide equal access to various cultural opportunities to the ICCs/IPs through the educational system, public or private cultural entities, scholarship grants and other incentives without prejudice to their right to establish and control their own educational systems and institutions”.

10. Background
- EO 356 – Renaming the Bureau of Nonformal Education (BNFE) to the Bureau of Alternative Learning System (BALS) in 2004 which among others:
Mandated the DepEd, through the BALS, to ensure that all learning needs of marginalized learners are addressed EFA Plan 2015 (2005) for the ALS to prepare an action plan for informal interventions relevant to an alternative learning system (ALS) which hopefully will yield more EFA benefits.

11. IP-Focused Curriculum Framework Ancestral Domain Self-Governance
DEVELOP-
MENT
PROTECTION
Rights
EMPOWER-
MENT
Cultural Integrity

12. Rights— Based Approach to Education•
Social
justice
Cultural
integrity
Self-
Governance
Human
rights • •
Ancestral
Domain

13. The Rights-Based
Approach
(RBA)
- strengthens sustainable development and
the exercise of self-determination in as much as education is supposed to be an “enabling” (for recognition and empowerment), an “ensuring” (for protection) and an “enhancing” (for development and promotion) tool for Indigenous Peoples, their ancestral domains and their cultural integrity.

14. Learning Strand One - Communication Skills
This strand aims to develop the ability of the IP learners to access, critically process and effectively make use of available information in a variety of media to be able to: (a) function effectively as a member of the family, community, nation and the world; and (b) actively participate in community and economic development.

15. Learning Strand Two – Problem Solving and Critical Thinking.
This strand aims to enable the IP learners to be aware of their own thinking, make critical and informed decisions, defend their ideas, evaluate the ideas of others and strive for new ways of solving problems, and do all these in an atmosphere of community and consensus-building.

16. Learning Strand Three – Development of Self and a Sense of Community.
This strand aims to help the IP learners acquire a positive sense of self and a sense of community that will lead to the development of their potentials and enable them to live harmoniously together and with others.

17. Learning Strand Four – Practice of
Ecological Sustainable Economics.
This learning strand aims to help the IP learners achieve responsible well- being and ensure active participation in the economic life of the community.

18. Learning Strand Five - Expanding One’s World View
This strand aims to provide an atmosphere for the IP learners to appreciate and practice freely their own culture and at the same time to be equipped with basic competencies to face the challenges of a global community and the influx of change.

19. IP Core Curriculum Consciousness and Income and Nutrition Civic
Environment
Family
Life
Economics
and Income
Health, Sanitation
and Nutrition

20. • FAMILY LIFE IP Core Curriculum • Nature of the Family Family • Size
Family Family Family •
Size
Life Cycle Structure Needs and
Resources
Marriage Practices Gender Concerns Children’s Rights •

21. HEALTH, SANITATION & NUTRITION
IP Core Curriculum •
Personal Hygiene and
Environmental
Sanitation
Common Diseases
Safe Drinking Water
Food and Nutrition
Traditional
Cures/Healing and
Herbal Medicines
Maternal and Child
Health Care and
Services
HEALTH, SANITATION & NUTRITION • •

22. CIVIC CONSCIOUSNESS IP Core Curriculum
IPs Worldview, Life Ways and Identity
IP History
Republic Act No Indigenous
People’s Rights Act (IPRA)

23. ECONOMICS AND INCOME IP Core Curriculum IP Community Economic System
IP Community Production
IP Community Distribution/Exchange
IP Community Consumption
Involvement of IP Individuals in their Community
ECONOMICS AND INCOME

24. ENVIRONMENT IP Core Curriculum IP and Nature
Stewardship of Nature Environmental Practices
Use and Protection of Nature
Constructive Environmental Practices
Destructive Environmental
Practices
Sustainable Development
The Forest Ecosystem and its Use and Protection
ENVIRONMENT

25. Production of Materials
Issues
Development of IP Materials
– Present Practice:
- Use of BALS and ALS Field Implementors as Writers
- Use of IP Consultants/Experts for Curriculum and Content
– Issue:
- Lack of local experts in the
mother tongue
Production of Materials
- no funds
translation to

26. Implications
a. Teachers
b. Principals
c. Students
d. Parents
e. Nations