3. 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.

4. 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

5. 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

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

7. 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

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

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

10. 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
(IPRA) of 1997”, declares that the state recognizes and
promotes the right to the ICCs within the framework of the
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”.
·

11. 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.

12. IP-Focused Curriculum Framework
DEVELOPMENT
PROTECTION
Rights
EMPOWERMENT

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

14. 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.

15. 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.

16. 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.

17. 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.

18. 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.

19. 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.

20. Family Life
Civic
Consciousness
Health, Sanitation
and Nutrition
Environment
Economics
and Income

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

22. HEALTH, SANI
TATION &
NUTRITION
• 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

23. CIVIC
CONSCIOUSNESS
•
IPs Worldview, Life
Ways and Identity
IP History
•
• Republic Act No.
8371 Indigenous
• People’s Rights
Act (IPRA)

24. ECONOMICS
AND
INCOME
•
•
•
•
•
IP Community Economic
System
IP Community Production
IP Community
Distribution/Exchange
IP Community
Consumption
Involvement of IP
Individuals in their
Community

25. •
•
ENVIRONMENT
•
•
•
•
•
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

26. 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 translation to
mother tongue
Production of Materials
- no funds

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