Contextualized Curriculum Design in Alternative Learning System for Indigenous peoples Education in Batangas and Batangas City

Abstract

INTRODUCTION

The study aimed to develop the contextualized curriculum design on Alternative Learning System (ALS) Indigenous Peoples Education and to describe the content of the said curriculum used by the ALS teachers of Department of Education Batangas Province and Batangas City to its effectiveness in teaching-learning process in Indigenous Peoples (IPs) in community learning centers. The problems met in using ALS-IP curriculum in the implementation of ALS Indigenous People Education may be analyzed further in developing the curriculum design in Alternative Learning System. The study is conducted to develop the contextualized curriculum design for Indigenous Peoples in Alternative Learning System. The Documentary Analysis of research design was utilized to gather data. A Survey Questionnaire was the main data gathering instrument and was supported by the interview among the respondents compose of district ALS coordinators and ALS mobile teachers teaching in IP community. A focus group discussion, observation and interview was conducted to the respondents to have a full understanding on the contextualization and localization of Alternative Learning System IP Curriculum. The statistical tool used were frequency and weighted mean.

METHODS

This study employed quantitative -qualitative research suited to the main and specific objectives of the researcher. This was used as tool in gathering the data to the different queries that this study tried to answer. This type of design was chosen as it was deemed most appropriate and useful to describe the content of ALS Indigenous Peoples Curriculum. In general, this study employed a qualitative and quantitative research method purposely to describe the variables and narrate, document and interpret in-depth the National Alternative Learning System Indigenous Peoples Curriculum and Indigenous Knowledge for the integration in the development of contextualize Curriculum for Aetas and Badjaos.

RESULTS

1. The most prevalent learning strand was the problem solving and critical thinking skill with a weighted mean of 23.53 which ranked first as revealed by 17 respondents. The indicator which was submitted as the utmost number was the use of scientific thinking in the application in problem solving and critical thinking. Under learning strand six, Mother craft or pagsasarili, the indicator on acquiring knowledge, attitudes and life skill of improved living divulged less mastered ranked first which was equivalent to 64.71% as per evaluation of the ALS teachers handling ALS IP learners. This means that this aspect needs to be attended by the authorities who are in-charge in the development of the lives of the Indigenous Peoples in Batangas who showed interest in improving their lives as members of the community. For the development of self and a sense of community under learning strand 3, recognition, promotion and protection of IPs'/ICC rights and welfare was the most number of responses expressing that this indicator was one of the problems that affect the lives of the IPs in the province. It signifies that the education being provided to them should address the provision of recognition, promotion and protection of their ancestral domain as the major IPs /ICC rights.

DISCUSSIONS

1. The most prevalent learning strand was the problem solving and critical thinking skill with a weighted mean of 23.53 which ranked first as revealed by 17 respondents. The indicator which was submitted as the utmost number was the use of scientific thinking in the application in problem solving and critical thinking. Under learning strand six, Mother craft or pagsasarili, the indicator on acquiring knowledge, attitudes and life skill of improved living divulged less mastered ranked first which was equivalent to 64.71% as per evaluation of the ALS teachers handling ALS IP learners. This means that this aspect needs to be attended by the authorities who are in-charge in the development of the lives of the Indigenous Peoples in Batangas who showed interest in improving their lives as members of the community. For the development of self and a sense of community under learning strand 3, recognition, promotion and protection of IPs'/ICC rights and welfare was the most number of responses expressing that this indicator was one of the problems that affect the lives of the IPs in the province. It signifies that the education being provided to them should address the provision of recognition, promotion and protection of their ancestral domain as the major IPs /ICC rights.