Implementation of Schools of Living Traditions Curriculum

Abstract

INTRODUCTION

Indigenous traditional knowledge is endangered by the range of the problems within our environment and communities today. With this, the Department of Education established the curriculum of schools of living tradition to ensure the preservation of culture and traditions of the indigenous people in the Philippines. However, the protection and preservation of the indigenous culture and traditions remain a great challenge due to change and modernization. This study was conducted to evaluate the implementation of the Schools of Living Traditions curriculum in the District of San Miguel, Surigao del Sur, Philippines.

METHODS

This study used the descriptive-evaluative design. The participants of the study are the implementers of the IPEd schools in San Miguel 1 and 2 Districts namely: the school heads, teachers, pupils/learners, tribal chieftains/datu religious leaders/Babaylan. Researcher-made survey questionnaire was used to gather the relevant data of the study. Data were analyzed using weighted mean and Pearson-r moment correlation.

RESULTS

The most distinguished indicators which garnered an adjectival rating of very much implemented are the following: the stakeholders are well aware of their roles as implementers of the program; teachers employed are among the local people who speak the same language; buildings or structure are culture-sensitive; the curriculum has enough Department of Education hired teachers; Indigenous Peoples (IP) leaders were given a chance to teach the Indigenous Knowledge Systems and Practices (IKSP); the curriculum meets the specific local needs of the Indigenous Peoples (IP) learners; It mirrors the community situation; it offers quality culture-based and responsive education

DISCUSSIONS

The establishment of the schools of living tradition curriculum is aligned with several statutes that protect the basic rights of indigenous peoples. Internal and external stakeholders' roles have been clearly determined and all have been actively contributing and doing their part as implementers of the program. The employment of teachers who speak their tongue, the design and architecture of building which provides a local setting and the enough number of teachers assigned to these areas have so far been the very well implemented indicators in terms of emancipation. In terms of determining the curriculum whether it is rooted in day to day reality, the data showed that the curriculum has meet the local needs of the IPs and that it mirrors the community situation.