5 89.50 – 100 with Very Much Knowledge VMK After the Opening Program, the Training team administered the Pretest to the 54 participants. This was conducted to determine their beginning understanding/knowledge about Indigenous Peoples Education. The 10-item pretest has a reliability coefficient of 0.867 which means that the pretest was reliable. A test is reliable if it has a reliability coefficient of 0.80 and above.
The pretest results revealed that the participants were already knowledgeable about Enhanced Basic Education Act of 2013 and Mother-Tongue Based / Multilingual Education (MTB-MLE). These must be due to the various orientation meetings and advocacy on the said topics.
In addition, the participants had little knowledge on the concept/definition of Indigenous People, IPEd, DO 62, s. 2011, contextualizing education, ACCESS Principle, Indigenized Curriculum and Culture-responsive curriculum. Moreover, they had no knowledge on Indigenous Knowledge, Systems and Practices (IKSP).
Overall, the participants had little knowledge about the topics before the discussion in the IPEd Advocacy Meeting.
The IPEd Advocacy Meeting Proper July 3, 2013 (Wednesday) Dr. Estelito Balatan started the Advocacy Meeting by leveling the expectation. It was done through a writeshop where the grouped participants wrote their expectations about the Advocacy meeting and how they could help realize these together with the advocacy team.
Dr. Jose Sario Poblete presented the concepts and definitions of Indigenous Peoples including Indigenous Peoples Education (IPEd) and its Framework based on DepEd Order No. 62, 2011.
Dr. Purificacion Macarubbo firmed up DO 62 by letting the participants dramatize their experiences with IPs.
Dr. Corazon T. Barrientos, OIC Asst Regional Director, inspired the participants and the Advocacy Team.
Dr. Poblete introduced Indigenous Knowledge, Systems and Practices (IKSP)
July 4, 2013 (Thursday) Dr. Balatan and Dr. Macarubbo further connected the K to 12 curriculum to IPEd by highlighting general concepts and features.
Dr. Eddie Galutan facilitated the workshop to dramatize the four (4) ACCESS Principles in relation to IPEd.
Dr. Dennis Agbayani presented the salient features of MTB-MLE.
Dr. Samuel Soliven logically presented how to integrate IKSP in the K to 12 Curriculum as a way of indigenizing, localizing and contextualizing the curriculum. He helped the participants walk through standards-based teaching by capturing IP culture-responsive topics. He also shared IPEd in connection to GAD concepts.
In conclusion, Dr. Soliven facilitated the making of an IPEd Advocacy Plan. The awarding of certificates of attendance and appearance followed.
IPEd and GAD Concepts (GAD: Gender and Development)
IPEd Advocacy Planning
20.00 - 29.49 No Knowledge NK
29.50 – 49.49 Little Knowledge LK
49.50 - 69.49 with Knowledge K
69.50 - 89.49 with Much Knowledge MK
89.50 – 100 with Very Much Knowledge VMK After the IPEd Advocacy Meeting, the Training team administered the Posttest to the 54 participants. This was conducted to find their progress relative to their understanding/knowledge about Indigenous Peoples Education. The posttest has a reliability coefficient of 0.905 which means that the posttest was reliable. A test is reliable if it has a reliability coefficient of 0.80 and above.
The posttest results revealed that the participants became very much knowledgeable about Mother-Tongue Based / Multilingual Education (MTB-MLE) and much knowledgeable about all the other IPEd topics including Gender and Development Concepts and IPEd Advocacy Planning..
Overall, the participants had much knowledge about IPEd after the Advocacy meeting.
89.50 – 100 with Very Much Knowledge VMK The gains were high in each of the IPEd topics. This was evident based on the difference between the pretest and posttest results wherein the posttest result was much higher than the pretest result.
The ranking shows that the top 4 concepts with the highest gains include Indigenous Knowledge, Systems and Practices or IKSP (gain = 54.7), indigenized curriculum (gain = 51.8), culture-responsive curriculum (gain = 51.8) and DO 62, s. 2011 (gain = 51.5).
CHALLENGES AND COMMITMENT
We are ready to advocate IP Education in our school/division.
We are competent to address IP issues and concerns in the school/division.
87.50 – 100.00 Strongly Disagree After the IPEd Advocacy meeting, the participants strongly agreed that they are ready to advocate IPEd in their schools/divisions. They also claimed they are competent to address IP issues and concerns. These were also noted during the closing program when the participants expressed their favorable impressions and pledge of commitment to IPEd.