Part II.pdf - MTB-MLE Network

• Indigenous learning systems are disappearing, and consensus building in local
decision-making is declining
• Indigenous peoples are seldom/never consulted about the design and implementation
of education and development programmes
Economic Situation
• Development is often seen by IPs as the development of infrastructure like roads, bridges
and buildings
• Many IPs experience extreme deprivation; some IPs eat only one meal a day, often sweet
potato
• IPs have a variety of products for sale in the market, but they are usually short-changed
by middlemen
• IPs need the help of people or groups who are genuinely sincere in working for their
welfare and development
• IPs need education and training in sustainable management of their ancestral domain
Political Situation
• Indigenous territories are caught in the crossfire of armed conflicts between Armed Forces
of the Philippines (AFP) vs. New Peoples Army (NPA), AFP vs. Moro Islamic Liberation
Front (MILF) and other leftist/extremist groups
• There is a continuing exploitation of IPs by both GOs and NGOs; some IP leaders are
manipulated by politicians for their own selfish interest
• Traditional leaders are able to resolve conflicts using customary laws
Strategies and Recommendations
Based on the national scenario and IP view, the following recommendations were given by the IPs
themselves:
• IPs should participate actively and substantially in all decision-making activities that
affect them.
• NFE programmes should respond and be relevant to IPs’ needs and aspirations. The
competencies should, therefore, be drawn from the wealth of tribal heritage.
• Programmes should respect and integrate traditional knowledge and indigenous learning
systems.
• Activities should preserve local values, beliefs, culture and reinforcement of IP community,
unity and solidarity.
• Initiatives should use local dialect/lingua franca.
• Programme design should provide incentives and capacity-building for teachers
(IP teachers are preferred).
• Programmes should integrate literacy skills with livelihood.
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