Abstract
This study aimed to ascertain the extent of implementation of Indigenous People’s Education in Sarangani Province, the key performance indicators, the significant relationship between the implementation and the key performance indicators, and the extent of compliance of the school heads and teachers on the implementation. The researcher utilized descriptive-evaluative research design. The respondents are school leaders and select teachers in the Department of Education, Division of Sarangani. The data were gathered through a survey questionnaire. The results show that all the indicators on the extent of implementation: Pedagogy and Methodology, Indigenous Knowledge System Practices Curriculum Content and Planning, Language and Instruction, Teacher Training, Materials, Assessment and Evaluation got very satisfactory results in terms on implementation, meaning this indicates that the program component is in high level of implementation. In addition, among all the performance indicators, retention rate got the highest percentage, meaning that 100.45% of the school-aged indigenous people learners continue their schooling. It is also supported by the very low dropout rate of the schools at 0.16%. On the other hand, statistics shows that the participation rate, cohort survival rate, completion rate, and dropout rate of the implementing schools has a significant relationship by the extent of implementation of the indigenous people's education program. Based on the results, it is recommended that the DepEd must increase the involvement of community members on the team creating the teaching materials translated into IPs' mother tongues, particularly those who are knowledgeable in that language.
