Keywords
Indigenous heritage
Cultural learning resources
Submitted : 2024-09-30
Accepted : 2024-10-15
Published : 2024-10-30
Abstract
This study is concerned with mending the gap in department orders, specifically the policy framework on IPED known as DO No. 62, s. 2011, which was meant for indigenous groups. The study would concentrate on finding significant data to recommend a tailored policy framework that would answer the needs of Sama Bajaus. This study utilized a convergent mixed method with teachers, school heads, students, parents of students from pre-selected education institutions in Batangas, Sama Bajau elders, and local government and NCIP officials served as the participants. Based on the results and discussions presented in this study, it is concluded that the Indigenous Knowledge System and Practices (IKSPs) of the Sama Bajau community exhibit characteristics that align with curriculum integration, promoting cultural advancement, social inclusion, and the preservation of Indigenous heritage. Integration of Sama Bajau’s IKSPs within the K to 12 Basic Education Curriculum has the potential to support Sama Bajau learners by offering increased learning opportunities that are culturally sensitive and inclusive. Furthermore, it can enhance the awareness and understanding of school personnel, particularly teachers and school heads, regarding the importance of localizing and indigenizing knowledge, skills, attitudes, and values (KSAV) in education. However, the study also revealed that challenges and issues are impeding the effective integration of IKSPs into the curriculum. These challenges include the availability of cultural learning resources and the overall responsiveness of the educational system. It was found that the extent of integration of Sama Bajau’s IKSPs is significantly related to the problems and issues encountered. Therefore, a policy recommendation is suggested to address the gaps in localization and indigenization within the curriculum, ensuring that learners’ needs are adequately met.
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