Author
Geraldine Gaddawan Cusipag*
ALS Teacher, Malucsad, Pasil, Kalinga, Philippines
Abstract
The research aimed to examine the incorporation of Indigenous Peoples’ Education (IPEd) into the instruction provided to students in the Alternative Learning System (ALS) in Pasil, Kalinga. Furthermore, the study intended to identify the various issues and challenges that ALS students in Pasil, Kalinga, encounter and to create a contextualized action plan based on the results. A mixed-methods approach was employed in the research, utilizing both quantitative and qualitative methods. The quantitative component involved gathering data on assessing the integration of IPEd into lessons through a Likert scale rating system. The qualitative aspect included interviews designed to investigate the problems and challenges that students face while participating in the Alternative Learning System program. The findings indicated ALS students represented various ethnic backgrounds, with the majority belonging to the Guinaang tribe. The level of integration of Indigenous Peoples’ education was found to be very low. The identified issues and challenges included a lack of learning materials, insufficient classroom ventilation or the absence of classrooms altogether, poverty, and limited involvement of Indigenous elders in mentoring roles. Nonetheless, students displayed resilience in the face of these difficulties, prompting the proposal of an intervention program to assist.
Keywords: Indigenous people, Indigenous Peoples Education (IPED), Alternative Learning System (ALS).
*Corresponding author/ Email: geraldine.gaddawan@deped.gov.ph
DOI: http://doi.org/10.69651/PIJHSS0502945
Recommended citation:
Cusipag, G. G. (2026). Integration of indigenous people education in the Alternative Learning System (ALS) program in Pasil, Kalinga: Basis for an intervention program. Pantao (The International Journal of the Humanities and Social Sciences) 5 (2), 850-864. http://doi.org/10.69651/PIJHSS0502945
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