A Tagbanua educator and former 4Ps beneficiary uses Indigenous Peoples Education (IPED) to help students see their culture—and themselves—in the classroom.

PUERTO PRINCESA, Palawan — In a classroom tucked within a remote indigenous community, April Joy Amada teaches more than reading and writing. For her students, many of whom belong to the Tagbanua group, school is a place where their identity is affirmed and their culture is recognized.

Teacher April, a Tagbanua and former beneficiary of the government’s Pantawid Pamilyang Pilipino Program (4Ps), now serves as an Indigenous Peoples Education (IPED) teacher, bringing culturally responsive learning to young learners in her community.

Her story reflects how programs like 4Ps can open pathways not only for education, but also for community service—turning beneficiaries into educators and role models in underserved areas. Studies by the Philippine Institute for Development Studies (PIDS) have found that children from 4Ps beneficiary households are 1.5 times more likely to attend school regularly and show higher rates of grade completion compared with children from non-beneficiary households, demonstrating the program’s positive impact on education outcomes.

Growing up in a 4Ps household, Teacher April saw how support for education could shape a family’s future. Her mother, an active parent leader, helped guide fellow beneficiaries in complying with program conditions, reinforcing the value of education within their community.

Across the country, such support remains critical. Data from UNICEF Philippines show that child poverty remains high, with nearly one in four Filipino children living below the poverty line, underscoring the importance of social protection programs like 4Ps in keeping children in school.

She began her teaching journey in 2018 at Labtay Elementary School – Pag-asa Annex, one of the Department of Education’s Last Mile Schools (LMS), where resources are limited and access is challenging. Despite these conditions, she remained committed to providing quality education for indigenous students.

Today, she teaches at Bubugtong Elementary School, where a majority of students come from the Tagbanua community. Each day, she travels several kilometers to reach the school, navigating difficult terrain to ensure that her students are able to learn.

Her work also reflects a broader challenge faced by indigenous communities in the Philippines. According to the World Bank, an estimated 14 to 17 million Indigenous Peoples live across the country, many of whom continue to face barriers in education, health services, and economic opportunities. Compared to non-indigenous populations, they are less likely to complete higher levels of schooling.

For Teacher April, IPED plays a crucial role in addressing these gaps.

“Sobrang importante po ng IPED dahil dito makikita ng mga bata yung sense of belongingness. Dito po nila makikita na sa isang paaralan, sila po ay pinapahalagahan (IPED is extremely important because here, the children can see their sense of belongingness. In this program, they can see that in a school, they are valued.),” she said in her interview with Radyo Magasin 1278 kHz AM.

She added that lessons anchored on students’ culture and lived experiences make learning more meaningful.

“At the same time po, yung mga lessons na itinuturo ay naka-align sa kanilang konteksto at kultura. Kaya kapag nasa paaralan sila, talagang mararamdaman nila na ito ang edukasyon na para sa kanila (At the same time, the lessons being taught are aligned with their context and culture. That’s why, when they are in school, they will truly feel that this is the education for them.),” she said.

The Department of Education’s IPED program aims to make learning more inclusive by integrating indigenous knowledge systems, traditions, and languages into the curriculum, making education more relevant to indigenous learners.

Beyond academics, Teacher April integrates cultural appreciation and awareness into her teaching, helping students understand their identity while equipping them with skills for the future.

Her efforts have been recognized by the local government of Puerto Princesa, which conferred on her the 2026 Mayor’s Award for education.

For Teacher April, however, the impact of her work is best seen in her students. By creating a learning environment where they feel seen and valued, she hopes to inspire them to pursue their goals while staying rooted in their culture.

Her journey—from growing up in a 4Ps household to teaching in an indigenous community—underscores the role of education in bridging opportunity gaps and strengthening communities.

– Repackaged by Ana Dominique S. Pablo based on “Galing ng Kababaihang 4Ps: Ang Kuwento ni April Joy A. Amada, Isang Tagbanua na Naglilingkod sa Pamamagitan ng Edukasyon,” 4Ps Feature by Marineth Malubag from Field Office MIMAROPA, and excerpts from Teacher April’s interview during the 19 March 2026 airing of Radyo Magasin 1278 kHz AM, Home Econanay.