Indigenization and Contextualization of the curriculum

Contextualization and localization of lessons may be employed by educators to enhance the academic
performance of learners. They may embrace and commit their time to be creative, forward-looking, and
adept in using available resources within the community, construct real-life experiences of learners to
connect concepts to issues that are relevant so that the needed skills and competencies will be
developed among learners, and become adept in their chosen careers as prescribed by the K to 12
programs. Educators may integrate contextualization and localization of learning materials in other
fields of discipline because it shows positive effects in the performance of the learners and has been
proven effective as a strategy for imparting life-long learning outcomes among learners.

RA 10533 Enhanced Basic Education Act of 2013

SEC. 5. Curriculum Development

The DepED shall formulate the design and details of the enhanced basic education curriculum to craft
harmonized basic and tertiary curricula for the global competitiveness of Filipino graduates.

(d) The curriculum shall be contextualized and global;

(h) The curriculum shall be 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.

What is Contextualization?

 It 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 the learners.

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.
  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
MTBMLE

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.

Examples:

Araling Panlipunan

 Reading/dramatizing the life of local heroes

 Discussing local environment problems
 Staging a debate on local issues

Science and Mathematics

 Research on production outputs of local industries

 Learning about indigenous ways of measurement
 Learning from local artisans/farmers about their own methods of production which use folf
mathematics or traditional folk practices.
What is the difference between localization and indigenization?

 When you localize you use information and materials in your learners’ community but when you
indigenize, you enhance competencies in the curriculum, the resources, and the teaching
learning processes so that they suit the context of the learners’ community.

For example to elaborate the difference:

Competency: Visualizes, represents and identifies unit of fractions with denominators of 10 and below
{M2NS-III-72.2}

 Localization - Use local materials {fruits in season like watermelon, or local kakanin} to visualize
fractions
 Indigenization - community cultural practices that involve fractions are used to visualize
fractions {division of harvest during harvest season}

Competency: Visualize the ratio of two given numbers {M5NS-Iih-22}

 Localization --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}
 Indigenization {socio-cultural} -community activities or cultural practices that inherently use the
concept of ratio-bringing products to the market entails using a carabao carrying sacks {one
carabao is to x sacks}

Why do we need to contextualize our lessons?

 The K to 12 curriculum framework highlights the fundamental importance of context in shaping

the curriculum, and consequently, the teaching learning process.
 Section 5 of RA 10533 or the Enhanced Basic Education Act of 2013 stated that K to 12
Curriculum shall be learner-centered, inclusive and developmentally appropriate, relevant,
contextualized, global and flexible enough the same based on their respective educational and
social context. K to 12 teachers are allowed to use contextualization strategies in their lesson.
 By contextualization, we mean the 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.

How do we contextualize our lesson?

The REACT Strategy

 Curricula and instruction based on contextual learning strategies should be structured to

encourage five essential forms of learning:
 Characteristics of learner engagement with the REACT strategy:

 Relating - Learning in the context of one's life experiences or pre-existing knowledge.

 Experiencing - Learning by doing, through exploration, discovery, and invention.
 Applying - Learning by putting skills to use.
 Cooperating - Learning through sharing, responding, and interacting with others.
 Transferring - Using knowledge in a new context or novel situation.

http://cordonline.net/CTLtoolkit/how-we-teach.php

https://www.coursehero.com/file/80920147/CONTEXTUALIZATION-LOCALIZATION-AND-
INDIGENIZATION-OF-INSTRUCTIONAL-MATERIALSpptx/

https://pdfcoffee.com/contextualizat-tmitchpdf-pdf-free.html

Alternative Learning System

WHAT IS ALTERNATIVE LEARNING SYSTEM OR ALS?

 The Alternative Learning System (ALS) is a parallel learning system in the Philippines that
provides opportunities for out-of-school youth and adult (OSYA) learners to develop basic and
functional literacy skills, and to access equivalent pathways to complete basic education.

THE ALS K TO 12 BASIC EDUCATION CURRICULUM

 The ALS Program uses a contextualized non-formal curriculum which is substantially aligned
with the K to 12 Curriculum for Basic Education of the formal school system, but it is not the
mirror image of the formal school curriculum. It is aligned but not identical. This takes into
 account the prior learning of its learners and reflects the indicators of functional literacy into six
interrelated learning strands.

https://www.deped.gov.ph/about-als/

https://www.deped.gov.ph/k-to-12/inclusive-education/about-alternative-learning-system/

Madrasah ALIVE

 aims to provide Muslim learners with appropriate and relevant educational opportunities while
recognizing theircultural contexts and unique purposes for participating inthe program offerings.
 aims to integrate content and competencies which are relevant and of interest to Muslim
learners.

Madrasah

 Muslim private schools with core emphasis on Islamic studies and Arabic literacy.
 a privately-operated school which relies on the support ofthe local community or foreign
donors, particularly fromIslamic or Muslim countries.
ALIVE means…

 Arabic
 Language
 Islamic
 Values
 Education
 It is a program implemented inpublic schools which aims toprovide additional subjects onArabic
Language and IslamicValues in the regular basiceducation curriculum.

There are three general descriptive types of madrasah in the Philippines.

1. Traditional or weekend madrasah. Instruction is basically religious. It is considered as non-

formal education due to its characteristics: (a) classes are held on Saturdays and Sundays only or
days agreed upon by the teacher and the students/pupils; (b) it does not have a formal
curriculum; (c) it is non-graded and may have multi-age grouping; and (d) it only requires its
teachers to be graduates of a madrasah or to be an imam (Muslim religious leader)
2. Developmental or formal madrasah. This type offers hierarchically structured education and
sequential learning generally attuned with the formal education system. It operates like a
regular school where the students go through madrasah edadi (pre-school), to madrasah sanawi
(high school). The teachings concentrate on Islamic religious and cultural subjects and include
some mathematics and sciences courses, with Arabic as the medium of instruction. Expectedly,
the madaris students lack competitive skills required for employment and are not eligible for
transfer to regular schools because the madaris do not implement the standard curriculum of
the Department of Education. This type is not recognized and accredited by the Department of
Education.
3. Standard private madrasah. This type of madrasah has been harmonized, upgraded and
modified to become a component of the Philippine education system through the issuance of
DepED Order No. 51, s. 2004, prescribing the Standard Curriculum for Elementary Public Schools
and Private Madaris. Henceforth, all madrasah institutions in the country shall be required to
adopt and implement said standard curriculum to obtain government recognition and
accreditation. In the public schools, the enriched curriculum is likewise prescribed mandating
the offering of Arabic language and Islamic values for Muslim students throughout the country
in areas where there is a Muslim population.

https://www.teacherph.com/madrasah-education/

http://depedaliveprogram.weebly.com/