2. Objectives
Differentiate between localization and indigenization as
degrees of doing contextualization
Explain how localization and indigenization are interrelated
processes in contextualizing the curriculum
Explain the general process involved in contextualizing the
curriculum and its implications for the teaching learning
process.
3. The K to 12 curriculum framework highlights the
fundamental importance of context in shaping
the curriculum, and consequently, the
teaching-learning process
DEPARTMENT OF EDUCATION
Contextualization
Enhanced Basic Education Act of 2013 (RA 10533), Sec. 5
The DepEd shall adhere to the following standards and principles in
developing the enhanced basic education curriculum:
(d) (d)… contextualized and global
4. Flexibility of the K to 12 curriculum allows for
curriculum enhancement in relation to the
diverse background of learners
DEPARTMENT OF EDUCATION
Enhanced Basic Education Act of 2013 (RA 10533), Sec. 5
The DepEd shall adhere to the following standards and principles in
developing the enhanced basic education curriculum:
h)… flexible enough to enable and allow schools to
localize, indigenize and enhance the same based on
their respective educational and social contexts. The
production and development of locally produced
teaching materials shall be encouraged and approval of
these materials shall devolve to the regional and
division education units.
Contextualization
6. Contextualization refers to the educational
process of relating the curriculum to a particular
setting, situation or area of application to make
the competencies relevant, meaningful, and
useful to all learners.
The degree of contextualization may be
described and distinguished into the following:
• Localization
• Indigenization
DEPARTMENT OF EDUCATION
Key Concepts
8. DEPARTMENT OF EDUCATION
The degree of contextualization may be
described and distinguished into the following:
• Localization refers to the process of relating
learning content specified in the curriculum
to local information and materials in the
learners’ community.
Key Concepts
10. DEPARTMENT OF EDUCATION
• Examples used in lessons start with those in the
locality
• Names, situations, setting needed to give context
to test questions or problem-solving exercises are
those of the immediate community
• Local materials are used as often as possible in
making instructional materials
• Local stories are used in the language learning
areas
• Translating a story written in another language to
the language of one’s learners for use in MTB-MLE
1
0
Examples of Localization
11. DEPARTMENT OF EDUCATION
DEPARTMENT OF EDUCATION
The degree of contextualization may be described
and distinguished into the following:
1.Localization refers to the process of
relating learning content specified in the
curriculum to local information and materials in
the learners’ community.
Key Concepts
12. DEPARTMENT OF EDUCATION
DEPARTMENT OF EDUCATION
2.Indigenization refers to the process of
enhancing curriculum competencies, education
resources, and teaching-learning processes in
relation to the bio-geographical, historical, and
socio-cultural context of the learners’ community.
Indigenization may also involve the enhancement of
the curriculum framework, curriculum design, and
learning standards of subject areas, guided by the
standards and principles adhered to by the national
curriculum.
Key Concepts
14. Examples of Localization and
Indigenization of the Curriculum
Curriculum design: NKCG
• Use local information and materials while maintaining the
suggested structure, themes and activities in the NKCG
LOCALIZATION
• enhancing the themes and activities of the NKCG by
modifying, reorganizing, or highlighting certain aspects in
relation to the community context(e.g., socio-economic
realities, cultural practices, local knowledges)
INDIGENIZATION
15. cultural context of a division
SPA curriculum
SPA curriculum that highlights cultural artistic
expressions of the province
Curriculum design- Indigenization:
Examples of Localization and
Indigenization of the Curriculum
16. SPA curriculum that highlights cultural artistic
expressions of the province
Teaching learning
process:
local practitioners of
cultural artistic
expressions as
learning facilitators
and the use of their
teaching methods
Curriculum design- Indigenization:
Learning resources:
music, designs,
instruments,
devices, materials
related to the
cultural artistic
expressions of the
province
17. marine and fisheries context
of a division/region
SSES, STE, RSHS
curriculum
SSES, STE, RSHS curricula that highlight the local
knowledges and technologies related to the marine
and fisheries context of a division/region
Curriculum design- Indigenization:
18. Indigenised
SSES, STE,
RSHS
curricula
Teaching learning
process:
local practitioners as
learning facilitators
Learning space
and
environment:
the actual
marine
environment
Learning
resources:
devices, tools,
materials,
equipment
supplementary
readings needed
Curriculum design- Indigenization:
Classroom assessment:
marine or fisheries
context;
19. LOCALIZE, INDIGENIZE, ENHANCE THE CURRICULUM
K to 12 CURRICULUM
Ilokano, Tagalog
cultural context
Cebuano, Waray
cultural context
IP community context
Policy Direction
“… singular to a diverse curriculum …”
20. K to 12 CURRICULUM
IP context,
lowland
IP context, upland
forest
LOCALIZE, INDIGENIZE, ENHANCE THE
CURRICULUM
“… singular to a diverse curriculum …”
Policy Direction
21. K to 12 CURRICULUM
Multi-cultural
context
Homogenous
cultural context
LOCALIZE, INDIGENIZE, ENHANCE THE CURRICULUM
ALIGNED BY STANDARDS
Policy Direction
22. Competency:
visualizes, represents and identifies unit of fractions
with denominators of 10 and below (M2NS-IIId-72.2)
• Use local materials (e.g., fruits in season like
watermelon, or local kakanin) to visualize fractions
LOCALIZATION
• community cultural practices that involve fractions
are used to visualize fractions
– Ex. division of harvest during harvest season
INDIGENIZATION
Examples of Localization and
Indigenization of the Curriculum
23. Competency:
Visualize the ratio of two given numbers (M5NS-IIh-22)
• Use easily observable examples of ratio in the community
– One jeep, 4 wheels; one kariton, 2 wheels, one tricycle, 3
wheels (depending on what is most common in the
community)
LOCALIZATION
• community activities or cultural practices that inherently use
the concept of ratio
– Ex. Bringing products to the market entails using a carabao
carrying sacks (one carabao is to x sacks)
INDIGENIZATION
Examples of Localization and
Indigenization of the Curriculum
24. Competency:
Identify star patterns that can be seen at particular times
of the year (S5FE-IVi-j-1)
• use the community’s name for prominent stars, if they have, while
retaining the use of the Greek constellations and its background in
discussing star patterns
LOCALIZATION
• Discuss the community’s own calendar of star patterns and its
background before discussing the Greek constellations
INDIGENIZATION
Examples of Localization and
Indigenization of the Curriculum
25. Identify star
patterns
Teaching learning
process:
local practitioners as
learning facilitators
Learning space
and
environment:
stargazing at
a particular
time of the
year
Learning
resources:
devices, tools,
materials,
equipment,
contextualised
readings needed
Competency - Indigenization:
Classroom assessment:
includes information
about local star patterns
27. • Major curriculum thrust:
CONTEXTUALIZATION
• Localization and indigenization are degrees
or levels of doing contextualization.
• As we move deeper into the community’s
context, we are moving towards
indigenization.
2
7
Contextualization
29. • Major curriculum thrust: CONTEXTUALIZATION
• Localization and indigenization are degrees or
levels of doing contextualization.
• As we move deeper into the community’s context,
we are moving towards indigenization.
• When we localize, we do not necessarily
indigenize.
• When we indigenize, we localize.
• The extent of contextualization in the actual
teaching-learning process depends on certain
factors. 2
9
Contextualization
30. For all ethnic groups and socio-cultural contexts in
the country, not just indigenous communities
3
0
Contextualization
31. Curriculum enhancement in relation to the
diverse background and situations of
learners
3
1
K to 12 CURRICULUM
Contextualization
32. Weave together the national competencies and the
learner’s community realities and knowledges leading to
relevant and meaningful lessons
3
2
National
Competencies
Community
knowledges
Contextualization
33. From To
Teacher-centered Learner-centered
Content-based Outcomes-based
Knowledge consumers Knowledge producers
Primary goal of HS:
tertiary education
Multiple exits (college,
entrepreneurship, employment)
Contextualization
34. Enhanced Basic Education Act of 2013
(RA 10533), Sec. 2
… every graduate:
• empowered individual (confident in one’s self
and one’s capabilities)
• learned the foundations of learning throughout
life (relates learning with day-to-day living)
• competence to engage in work and be
productive (can apply learning to immediate
work environment)
Expected Outcomes
35. Enhanced Basic Education Act of 2013
(RA 10533), Sec. 2
… every graduate:
• ability to coexist in fruitful harmony with local and global
communities (multi-culturally literate with cross-cultural
skills)
• capability to engage in autonomous, creative and critical
thinking (applies learning and innovation skills in the
proper context)
• capacity and willingness to transform others and one’s
self (applies life and leadership skills for the wellbeing of
the community and society at large)
Expected Outcomes
36. Enhances the quality of the curriculum and
its delivery:
– translate into better comprehension and
application of learning: increase in quality
indicators (summative assessment, NAT, etc.)
– translate into learners wanting to access
DepEd services (formal or ALS): access and
efficiency indicators
3
6
Expected Outcomes
38. SKILLS
Information, Media, and Technology Skills
Learning and Innovation Skills
Communication Skills
Life and Career Skills
LEARNING AREAS
Language
Technology and Livelihood Education (TLE)
Mathematics and Science
Arts and Humanities
Materials,
Facilities, and
Equipment
ICT
Environment
Assessment
School
Leadership
and
Management
Schools
Divisions
Technical
Assistance
Community-
Industry
Relevance
and
Partnerships
Teachers
The K to 12 Philippine Basic Education
Curriculum Framework
Monitoring and Evaluation System
Curriculum Support System
Holistically Developed Filipino with 21st Century Skills
Being and Becoming a Whole Person
39. Implications
• The COMMUNITY is integral to CURRICULUM
CONTEXTUALIZATION
• Community partnership is now in the heart of
education, THE CURRICULUM ITSELF
• The curriculum support system will have to be
designed in relation to the enhanced curriculum
40. Major Curriculum Thrust of
K to 12: CONTEXTUALIZATION
4
0
DEPARTMENT OF EDUCATION
• Localization and indigenization are
degrees or levels of doing
contextualization
• When we localize, we do not indigenize
• When we indigenize, we localize
41. Contextualization Process
1. Establish dialogue and community engagement
mechanisms with the communities for purposes of
contextualized education (R9 and CAR)
– Immersion in communities
– collaboration with elders’ group (e.g., council,
committee)
– formulation of cultural standards
2. Situation Analysis leading to community vision,
mission and goals for education (R12 and CAR)
– Contextualized Curriculum Framework Formulation
42. 3. Education Planning with
Communities (Learning Resources
included), R3, R4A, R5
– LRMDS in the SIP, DEDP, REDP
4. Research for contextualisation and
LR development (all regions)
– community-led
– DepEd-led
Contextualization Process
43. 5. Curriculum Contextualization
– Curriculum (CAR, R6, R7, R8, R10)
– Teaching-Learning processes
– LRs development (all regions)
– Classroom assessment
6. Quality assurance of contextualised curricula,
LRs (e.g., lesson plans, TGs, textbooks) - varying
degrees of implementation
7. Monitoring and Evaluation of Implementation
Contextualization Process
44. Contextualized
curriculum at
the school level
Capacity
development
Education planning
(SIP, DEDP, REDP)
M and E
Policies to guide
contextualisation
Contextualised
school governance
Context-
appropriate
supervision
LRMDS
Support System
46. 46
DEPARTMENT OF EDUCATION
The best curricula is
contextualised by those
implementing it.
It is now up to us to ensure that
this enhanced curriculum truly
transforms our schools and
communities.
With the best of our abilities, let
us do what we can for the
Filipino learner.
- Undersecretary Dina S.
Ocampo
Notas do Editor
RA 10533
h)
RA 10533
h)
Examples familiar to children
Local materials- stories
AP as a learning area promotes contextualization
Grade 3 AP- regional profiles
Examples used in lessons start with those in the locality
Names, situations, setting needed to give context to test questions or problem-solving exercises are those of the immediate community
Local materials are used as often as possible in making instructional materials
Local stories are used in the language learning areas
Translating a story written in another language to the language of one’s learners for use in MTB-MLE
Even without IP communities, indigenization can be done
Examples
Design of lessons throughout the year is related with the life of the community
Bio-geographical- “Sibuyan island” island ecosystem, Badjao
Historical –struggle for self determination (Moro, IP)
Socio-cultural – agricultural communities (way of life in an agrarian community), social organization- urban “estero communities”
Examples
Relating the discussion of national competencies with the community’s life cycle
Applying the national competencies in relation to community needs, realities and situations
Using indigenous knowledge and competencies as springboard in developing the national competencies
Teaching the national competency using the community competency
Using community events, indigenous knowledge or celebrations as a theme around which learning areas can be organized to encourage integrative teaching and learning
Maximizing the community environment as learning space or venue for learning
Involving community members in the teaching-learning process (content, instruction and assessment)
For indigenization
Some agricultural communities still practice group harvesting (called different names by various cultural groups) to be more efficient. Families send one representative to be part of a group who work on the farm of each family represented in that group. The culturally devised way of compensating labor is by giving a share of the harvest. One practice stipulates that the harvest from half of the field goes to the family who owns the field, and the other half is subdivided by the rest of the group. Other cultural groups designate one-third as the share of the owner of the field, two-thirds to be subdivided by the rest of the group.
For indigenization
Some agricultural communities still practice group harvesting (called different names by various cultural groups) to be more efficient. Families send one representative to be part of a group who work on the farm of each family represented in that group. The culturally devised way of compensating labor is by giving a share of the harvest. One practice stipulates that the harvest from half of the field goes to the family who owns the field, and the other half is subdivided by the rest of the group. Other cultural groups designate one-third as the share of the owner of the field, two-thirds to be subdivided by the rest of the group.
For indigenization
Some agricultural communities still practice group harvesting (called different names by various cultural groups) to be more efficient. Families send one representative to be part of a group who work on the farm of each family represented in that group. The culturally devised way of compensating labor is by giving a share of the harvest. One practice stipulates that the harvest from half of the field goes to the family who owns the field, and the other half is subdivided by the rest of the group. Other cultural groups designate one-third as the share of the owner of the field, two-thirds to be subdivided by the rest of the group.
For indigenization
Some agricultural communities still practice group harvesting (called different names by various cultural groups) to be more efficient. Families send one representative to be part of a group who work on the farm of each family represented in that group. The culturally devised way of compensating labor is by giving a share of the harvest. One practice stipulates that the harvest from half of the field goes to the family who owns the field, and the other half is subdivided by the rest of the group. Other cultural groups designate one-third as the share of the owner of the field, two-thirds to be subdivided by the rest of the group.
For indigenization
Some agricultural communities still practice group harvesting (called different names by various cultural groups) to be more efficient. Families send one representative to be part of a group who work on the farm of each family represented in that group. The culturally devised way of compensating labor is by giving a share of the harvest. One practice stipulates that the harvest from half of the field goes to the family who owns the field, and the other half is subdivided by the rest of the group. Other cultural groups designate one-third as the share of the owner of the field, two-thirds to be subdivided by the rest of the group.
We are moving from a “singular to a diverse curriculum” (from talk of Usec Dina Ocampo on the K to 12 curriculum), with the K to 12 curriculum being localized, indigenized and enhanced in relation to local context (above example is cultural context).
Above example is geographical context.
We also have the multi-cultural context.
The curriculum will diversify in response to the prevailing context of the learners but will be aligned nationally through the standards stipulated in the curriculum guides.
For indigenization
Some agricultural communities still practice group harvesting (called different names by various cultural groups) to be more efficient. Families send one representative to be part of a group who work on the farm of each family represented in that group. The culturally devised way of compensating labor is by giving a share of the harvest. One practice stipulates that the harvest from half of the field goes to the family who owns the field, and the other half is subdivided by the rest of the group. Other cultural groups designate one-third as the share of the owner of the field, two-thirds to be subdivided by the rest of the group.
For indigenization
Some agricultural communities still practice group harvesting (called different names by various cultural groups) to be more efficient. Families send one representative to be part of a group who work on the farm of each family represented in that group. The culturally devised way of compensating labor is by giving a share of the harvest. One practice stipulates that the harvest from half of the field goes to the family who owns the field, and the other half is subdivided by the rest of the group. Other cultural groups designate one-third as the share of the owner of the field, two-thirds to be subdivided by the rest of the group.
For indigenization
Some agricultural communities still practice group harvesting (called different names by various cultural groups) to be more efficient. Families send one representative to be part of a group who work on the farm of each family represented in that group. The culturally devised way of compensating labor is by giving a share of the harvest. One practice stipulates that the harvest from half of the field goes to the family who owns the field, and the other half is subdivided by the rest of the group. Other cultural groups designate one-third as the share of the owner of the field, two-thirds to be subdivided by the rest of the group.
Given the policy directives discussed, we see that a major curriculum thrust with K to 12 is contextualization with localization and indigenization as degrees of doing contextualization.
Given the policy directives discussed, we see that a major curriculum thrust with K to 12 is contextualization with localization and indigenization as degrees of doing contextualization.
Given the policy directives discussed, we see that a major curriculum thrust with K to 12 is contextualization with localization and indigenization as degrees of doing contextualization.
Contextualization is for all ethnic groups in the country (it is a misconception that only IP groups are considered as ethnic groups; the term ethnic applies to all including Tagalogs, Ilocanos, etc).
Contextualization seeks to address and respond to the diversity of our learners, and is a concrete expression of being inclusive.
Contextualization allows the weaving together of the national competencies and community realities and knowledges so that learning is truly relevant and meaningful for learners.
Through contextualization, we hope to develop the kind of learners described in RA 10533 (in black)…
Through contextualization, we hope to develop the kind of learners described in RA 10533 (in black)…
Contextualization if done well, will also translate to the improvement of our indicators.
Since the contextualization of the curriculum recognizes the various dimensions of each learner, then we will be able to achieve what our curriculum framework says as “ being and becoming a whole person”.
Some implications of curriculum contextualization:
The community will be a major player in the heart of the education process which is the curriculum itself.
The curriculum support system will also have to be ‘contextualized’ to support a contextualized curriculum .
RA 10533
h)
For indigenization
Some agricultural communities still practice group harvesting (called different names by various cultural groups) to be more efficient. Families send one representative to be part of a group who work on the farm of each family represented in that group. The culturally devised way of compensating labor is by giving a share of the harvest. One practice stipulates that the harvest from half of the field goes to the family who owns the field, and the other half is subdivided by the rest of the group. Other cultural groups designate one-third as the share of the owner of the field, two-thirds to be subdivided by the rest of the group.
