[ ilepffid c$eveImps 0 &sH' u"&c u,x$x'm wgx fcp x.- $sadxgereffi &As $pemplwru By IftA tlER.I{ANUO- A{ALIPOT The Department tf Educatisn (DeptrIdi has initiated the tler,etopmc*t of an educatit"u: curu"icu- lum that was designed to rneet the learning needs ul' tltt; Irrdigt'tr+us Fue. ries t I lrs:t r:onunur'itics X'hnr.igh f]erpEd's $ru'cau uli .{]lenlu- tive Learning Systcr;: (IJALS), tirti Ail.ernatir"e Learning Syslcm L\L$) ctrriculunr lbr [i:'s was developed in ft)sponse to the Education F-br Ali tEl}\) campaign to pro- vide the hasic learnulg needs cf i..lll marginalized leamers. Accorriinrl to Bduca- tion Secretary llnrlher fu:rdn Lujstru, the IP Eductiticn' Cr-rrricLrlum ftx' lhe .41,S was tlcvtll- oped in the year 20tXj irr conrdination lvith th* National Con"mrission on Indigentius Peoples (NCJP) and was validat- ed b.y v*tiou:i indigenc,us culh:rai ccmmunities (ICOs) in the Philippines. T'tre lP Curriculurn is to be irnplemented l:-v trained ALS iniplernent- n:rs with IP learners. ""l' re lcl:rning colnpe- tencies of the IP Curricu- lun: we::e drriwn ft'om the existing ;lLS curriculum tbr the basic literacy, el- eutenlary aurd second- ary leveis," Luistro i:y- plained. Ihe r:rerriculul:: conttnl, horvever, wils baseEl cn the Indigenous })coplir li.i64lits Ait {IPl{Ar or the l{epuhlic Act (nA) no.8371. "Tlie educatiun g*al *I'thu IP Curdr:uiurtt is lht: attainment of the r:s-rnr; suc'h as iunril.y life thst t*ur:he:s ou the liIe spar of an iP rs a n:ember oi'lhe farniiv h'orn birth to deai.li. "Il. d,nlinE:ilkrs Lhe vur.vlng rolts *f tlte nrenibcrs of the irrmiiy and heiiv lhesc affcct the itidividrritl and lhe rvhclc I{lC in thelr resprrt;ivc rionieins," iac sailj It also toucires on the heali:h. serni- taticr:, uui nl;tri[iuri whiuh li;:ill,qs inl.t l.he frrtr tltc IP's ;:ctrcrlpi, *f s,,*i iiritl ihe rnvinrtutrt:n . iiliil lit,,v cilrit ilrtcrpiays u'ith thr.: rrtlier "Il. ieiiltu'es t.hc iruligcn uus ptirr:t.iecs, k tuil letllic, and loeal belietls on h-vgiene, heaith and 1bcd. Ihe core arca discu.rst:s ti'ie cornil-ion ailme-nts itr;tl ireallii issrtoi; ronlir:niing thc II'}s brought l;y llrcir unique geogaphical locatirins and sit uatioiis," Luistro said. ?he Il' curriculum alri., ir;r;tries r:rl ri'"ic consciottsness which tdgh- lights thn rirh worldvieu, of []:]s rang- ing from iheil life ways, identit-ri and history. It is l*aded lreavily with tlicir aspiratitlns, needs and sentirne::ls as a pecple. Luiritro.saici fhis coi"e arca aisr: in- clt,ldes pmvisionr:of i.he fiA No. {}i:i:ll tN' tl:r, IPIL{ which brings into conscious- riess 1.1:e IP's ltghts to their encE:stral riomain and their del,eloprnent. "?he IP cuniculum also colers the econornics arld iilcomris ber:;lr"se it presents tlte system cf the cornmunity managernent of supply iuid demimd anroftg the IPs. It features the IP's forrns or earuing a living atrd caliltg for their commrinal sourcc of liie and livelihood," he said. T'he curriculurt lriii al:;o be r:erl- tered on em'ironmenl u'hicli *rll cleal *':th IP's cornmunion with natr*t, Ii stresse$ their strong attachnrent to the erlironrnent. Ti:rough DepUd Ordr:r I01, s. fli0 rel.eresutl Sei:terfuer 14, Luistrp sl.ilted thai tire cr,r'e ie:.rrning cornpetencies reflect'ed in ihe ie,rrnjng stra**; of the iF curriculum have five Leamlng Strantls. fhis includes Leamin6 Strand One - Cornmunicatioi'i Skjiis which iuns to deveiop :he ability of the lP Iearners tt) [rccess, critieally proces$ and cl"ft:cl.il,ely nurke usc ol'avall;rhlt ir:tbrmation in a vaiiet ol nrccli* to be