Home⇛Psychology and Education: A Multidisciplinary Journal⇛vol. 24 no. 10 (2024)

Evaluation of Indigenous Peoples Educational (IPED) Program in South Central Mindanao

Jayson Imperial

Discipline: Anthropology

 

Abstract:

The study delved into the comprehensive implementation of the Indigenous Peoples Educational (IPED) Program within schools situated in South Central Mindanao. It employed an online platform, specifically utilizing Google Forms, to conduct a survey among 275 respondents. The primary objective was to assess the extent to which the IPED Program has been integrated into these educational institutions, focusing on various critical aspects such as expected learning competencies and standards, availability of learning resources, adequacy of learning spaces and environments, and the efficacy of teaching strategies and methodologies. According to the findings, all these elements—learning competencies and standards, resources, spaces, and teaching methods—were reported as highly evident in their implementation across the surveyed schools. This indicates a significant effort and achievement in embedding the IPED Program into the educational framework of the region, specifically tailored to meet the needs and respect the cultural identities of Indigenous Peoples. Furthermore, the study highlighted that while the assessment tools and procedures were also evident, there might be opportunities for further refinement and enhancement to better cater to the unique contexts of IP communities. Despite this, the overall conclusion of the study is overwhelmingly positive: the IPED Program has effectively extended educational opportunities to IP students, ensuring that their cultural heritage and identity are respected and integrated into the learning process. By providing access to education that is culturally sensitive and relevant, the IPED Program not only promotes academic advancement but also contributes to the preservation and celebration of Indigenous cultures. This approach not only enhances educational outcomes but also fosters greater inclusivity and equity within the educational landscape of South Central Mindanao. The study's findings underscore the importance of such programs in promoting cultural diversity and understanding within educational settings.



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