External Engagements and Initiatives of Public Schools in Support to Local Indigenous Communities
Year: 2025
Type: article
Abstract: The main thrust of the study was to identify the external engagements and initiatives of public schools in support to local indigenous communities for the School Year 2023-2024. It also aimed to determine the main drivers of the external engagements and initiatives, challenges encountered by the public schools in the implementation of the external engagements and initiatives, and the needs expressed by the public schools in their initiatives to help the local indigenous communities. The relevant data on the external engagements and initiatives of public schools in support of the Eskaya indigenous local community were obtained from the school principals, head teachers, and school-in-charge in the selected elementary schools of Duero, Guindulman, Alicia, Pilar, Sierra Bullones, and Candijay, where IPEd implementing schools took place. The researcher utilized semi-structured researcher-made questions. The researcher also included face-to-face interviews to establish validity and reliability. Based on the data obtained, it was found that educational support, cultural preservation and promotion, community development, and environmental stewardship were the external engagement and initiatives undertaken by the public schools in support of indigenous cultural communities. The main drivers of external engagement and initiatives were the school principals/teachers/staff. Further, collaboration from BLGU/MLGU/NGOs were deemed significant for the full realization of the external engagements and initiatives. Challenges identified include financial constraint, insufficient knowledge of the Eskaya language and cultural practices, and unavailability of up-to-date technology aided instructional maters are also the challenges faced by the main drivers in the external engagements and initiatives to the local indigenous communities. Financial support from BLGU/MLGU, professional development of IP teachers, and technology aided instructional materials were the identified needs of the public schools in the external engagements and initiatives to the local indigenous communities.
Authors: Peligro, Mary Grace L., Dopeño, Maria Liesle A.
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
Open Access status: green
OpenAlex ID: W6930720855
FWCI:
Cites:
Cited by:
Related to: