Implementation of indigenous people's education (IPed) program in public elementary schools/
Alano, Arniel Sacriz
Implementation of indigenous people's education (IPed) program in public elementary schools/ Arniel Sacriz Alano - 2020 - xii, 64 leaves; illustrations, 28 cm.
GS thesis
This study focused on the implementation of Indigenous Peoples' Education Program in public elementary schools.
Descriptive evaluative and descriptive qualitative research methods were applied in determining the status of implementation of Indigenous Peoples Education in terms of integration of IKSPs/delivery of instruction, availability and adequacy of learning resources, institutional and civil/society linkages, and facilities Descriptive qualitative approach was utilized in identifying problems encountered in the implementation of Indigenous Peoples' Education Program. Purposive sampling was applied for the two school heads and seventeen teachers, and random sampling for twenty parents as respondents.
From the gathered data, the following are the consolidated findings. The Implementation of Indigenous Peoples' Program in public elementary schools has a multigrade class with the least number of pupils. All teachers are nationally funded and none of the teachers came from Dumagat Remontados, both schools are supported with Special Education Funds, PTA Funds, Maintenance and Other Operating Expenses and Stakeholders, and in terms of instructional facilities, Schools A and B have the following in their care; computers, laptops, tablets. projectors, televisions and DVD Recorders.
With regards to the status of implementation of Indigenous Peoples' Education program in terms of integration of IKSPs/Delivery of Instruction based on the Classroom Observation Tool (COT) Record of teachers in four quarters, the average means in all areas of observation ranged from 4.75 to 5.81 verbally interpreted as consolidating. Availability and adequacy of learning resources like textbook in primary was inadequate. Schools had partnership and linkages to different affiliations more often on the private institutions.
With regard to problems, they highlighted the insufficient facilities and learning materials, lack of training/knowledge about teaching IPs and lack of awareness of parents regarding the program.
From the enumerated findings, the following conclusions were drawn Implementation of Indigenous Peoples' Education Program in public elementary schools implementing IPEd Program were confronted with challenges in terms of faculty, ethnicity, stability of enrolment, school performance and source of funds The implementation of IPED Program was compliant in the delivery of instruction and linkages but not in the provision of learning resources and instructional facilities Challenges are inevitable in the implementation of any programs like the IPEd Program. Opportunities however, come abreast with those challenges. For instance, inadequacy of school facilities, instructional materials, training of teachers for the program and parents' awareness is found challenging. Significantly, opportunities arouse from those challenges like enculturation and cultural preparation.
LG 221. R59. / Al119 2020
Implementation of indigenous people's education (IPed) program in public elementary schools/ Arniel Sacriz Alano - 2020 - xii, 64 leaves; illustrations, 28 cm.
GS thesis
This study focused on the implementation of Indigenous Peoples' Education Program in public elementary schools.
Descriptive evaluative and descriptive qualitative research methods were applied in determining the status of implementation of Indigenous Peoples Education in terms of integration of IKSPs/delivery of instruction, availability and adequacy of learning resources, institutional and civil/society linkages, and facilities Descriptive qualitative approach was utilized in identifying problems encountered in the implementation of Indigenous Peoples' Education Program. Purposive sampling was applied for the two school heads and seventeen teachers, and random sampling for twenty parents as respondents.
From the gathered data, the following are the consolidated findings. The Implementation of Indigenous Peoples' Program in public elementary schools has a multigrade class with the least number of pupils. All teachers are nationally funded and none of the teachers came from Dumagat Remontados, both schools are supported with Special Education Funds, PTA Funds, Maintenance and Other Operating Expenses and Stakeholders, and in terms of instructional facilities, Schools A and B have the following in their care; computers, laptops, tablets. projectors, televisions and DVD Recorders.
With regards to the status of implementation of Indigenous Peoples' Education program in terms of integration of IKSPs/Delivery of Instruction based on the Classroom Observation Tool (COT) Record of teachers in four quarters, the average means in all areas of observation ranged from 4.75 to 5.81 verbally interpreted as consolidating. Availability and adequacy of learning resources like textbook in primary was inadequate. Schools had partnership and linkages to different affiliations more often on the private institutions.
With regard to problems, they highlighted the insufficient facilities and learning materials, lack of training/knowledge about teaching IPs and lack of awareness of parents regarding the program.
From the enumerated findings, the following conclusions were drawn Implementation of Indigenous Peoples' Education Program in public elementary schools implementing IPEd Program were confronted with challenges in terms of faculty, ethnicity, stability of enrolment, school performance and source of funds The implementation of IPED Program was compliant in the delivery of instruction and linkages but not in the provision of learning resources and instructional facilities Challenges are inevitable in the implementation of any programs like the IPEd Program. Opportunities however, come abreast with those challenges. For instance, inadequacy of school facilities, instructional materials, training of teachers for the program and parents' awareness is found challenging. Significantly, opportunities arouse from those challenges like enculturation and cultural preparation.
LG 221. R59. / Al119 2020