EXPLORING INDIGENOUS PEOPLES' EDUCATION PROGRAM (IPeD): INPUTS FOR POLICY DEVELOPMENT

This study explored teachers and school heads’ perceptions on the implementation of Indigenous Peoples’Education Program (IPEd) among the selected schools in the Philippines. The study also explored the challengesencountered by teachers and school heads as they implement IPEd. Lastly, the study also created inputs for localpolicy development for strengthening the implementation of IPEd program in their locale. It utilized aphenomenological research design which was participated by teachers and school heads where their assignedschools offered IPEd. Results showed that IPEd offered culturally responsive instruction, adaptive and creativeteaching and learning process and cultural preservation and protection. However, challenges encountered byteachers and school heads in the implementation of IPEd were: (1) scarcity of culturally relevant materials, (2)cultural misunderstanding and (3) inadequate assessment tools. Hence, inputs for policy development wereproposed in order to strengthen the implementation of IPEd.