Navigating Educational Crossroads: An In-Depth Analysis of the Indigenous Peoples Education (IPED) Program in Santol, La Union, Philippines

Abstract

This study delves into the heart of indigenous education, unraveling the intricacies of the Indigenous Peoples Education (IPEd) Program in Santol, La Union, Philippines. Grounded in the dynamic global context of education as a fundamental human right and a transformative societal force, this research scrutinizes the successes, challenges, and areas demanding improvement within this focused educational initiative. Recent literature underscores the pivotal role of education in societal development, emphasizing its function as a catalyst for human rights, global sustainability, and the empowerment of marginalized communities. Despite commendable legislative frameworks in the Philippines and global initiatives like the Education for All (EFA) policy, challenges persist for indigenous populations. This research contributes to the ongoing discourse by presenting a meticulous analysis of the IPEd Program's implementation, examining the experiences of Santol, La Union. The findings promise to enrich educational policies and practices, aligning them with the evolving global and national educational landscape. By doing so, this study aspires to pave the way for more effective educational interventions that resonate with the unique cultural context of indigenous communities and foster a holistic approach to education, ensuring that no one is left behind in the pursuit of quality education for all.

Keywords

• Igorot
• Indigenous Peoples (IPs) Education
• Kankanaey
• Mixed-Method