DEPED AND IPED: JOINING FORCES TO EMPOWER AETA LEARNERS IN ELEMENTARY GRADES POST-PANDEMIC

,n the aftermath of the global pandemic the education of ,ndigenous $eta learners in elementary grades has become a paramount focus Zith the 'epartment of (ducation 'ep(d and the ,ndigenous Peoples (ducation ,P(' forging a poZerful alliance 7ogether they have embarNed on a transformative Mourney to empoZer $eta learners and ensure their access to Tuality education marNing a significant step toZards a more inclusive and eTuitable educational landscape 7he 'epartment of (ducation as the primary government agency responsible for education has been at the forefront of efforts to address the uniTue challenges faced by $eta learners 5ecogni]ing the importance of inclusivity and cultural responsiveness 'ep(d has collaborated closely Zith ,P(' Zhich speciali]es in ,ndigenous education to create educational environments that celebrate $eta culture Zhile providing a solid foundation for academic groZth &entral to this partnership is the integration of $eta culture traditions and languages into the curriculum %y infusing $eta history arts and indigenous NnoZledge into various subMects educators foster a sense of cultural pride and identity among $eta learners 7his approach ensures that $eta students see themselves reflected in their studies enhancing their engagement and promoting a positive learning e[perience :ith the advent of technology 'ep(d and ,P(' have harnessed its poZer to bridge educational gaps and provide $eta learners Zith eTual opportunities 7he establishment of digital learning centers eTuipped Zith computers internet access and online educational resources has revolutioni]ed $eta learners¶ access to information and NnoZledge 7hrough online platforms and digital tools $eta learners can noZ e[plore interactive lessons educational videos and libraries e[panding their educational hori]ons beyond traditional classroom boundaries 7o support the effective implementation of culturally responsive education 'ep(d and ,P(' have prioriti]ed teacher training and capacity-building initiatives (ducators undergo speciali]ed programs that eTuip them Zith the NnoZledge and sNills needed to create inclusive and supportive learning environments for $eta learners 7hese programs emphasi]e the importance of understanding $eta culture employing culturally sensitive pedagogical strategies and fostering strong relationships Zith students and their families 7he collaboration betZeen 'ep(d ,P(' and $eta communities has been instrumental in addressing the uniTue educational needs of $eta learners 7hrough ongoing dialogue and engagement the voices and perspectives of the $eta community are valued and integrated into decision-maNing processes 7his participatory approach ensures that educational policies and practices are tailored to the specific needs and aspirations of $eta learners fostering a sense of oZnership and empoZerment 'espite the progress made challenges persist in achieving educational eTuity for $eta learners ,nfrastructure development resource allocation and combating cultural biases reTuire sustained efforts and support +oZever the commitment of 'ep(d in partnership Zith ,P(' and $eta communities ensures that these challenges are addressed collectively fostering an environment Zhere $eta students can thrive and reach their full potential 7he '(P(' and ,P(' s dedication to the education of $eta learners in elementary grades is a testament to their commitment to social Mustice and eTuitable educational opportunities for all