Level of Implementation of Indigenous Peoples Education Framework and Practice of Indigenous Knowledge Systems Practices in a Basic Education Institution: Basis for a Capacity-Building Plan

This study assessed the implementation level of the Indigenous Peoples Education (IPEd) Policy Framework, the extent of Indigenous Knowledge Systems and Practices (IKSP) integration, and the challenges encountered at Ganao National High School, Dupax del Sur, Nueva Vizcaya, as a basis for an IKSP training and capacity-building plan. Using a quantitative research design, the study gathered data from one school head and twenty-four teachers through an adopted questionnaire. Median, interquartile range, and Spearman’s rho were employed for data analysis. Results revealed that the IPEd Policy Framework was successfully implemented, while IKSP was well practiced across curriculum, instruction, learning environment, and assessment. A strong positive relationship existed between IPEd implementation and IKSP integration. Challenges were generally perceived as minimal, with resource-related concerns identified as the most pressing. The study concludes that strengthening resource-based support and teacher capacity is essential to sustaining effective IPEd and IKSP implementation.