Curriculum Contextualization Draft

Policy

Rowel S. Padernal
Senior Education Program Specialist
Bureau of Curriculum Development

DEPARTMENT OF EDUCATION
 TIME DAY 1 DAY 2 DAY 3 DAY 4 (MONDAY)
(FRIDAY) (SATURDAY) (SUNDAY)

Template 1 Presentation of
8:00- 10:00 Policy Draft Rationale and the Draft Policy
Arrival of the Reading Scope
Participants
9:00-10:00 Framework Template 2 Closing Program/
Enhancement Policy Statement Distribution of
10:00-12:00 Certificates
L U N C H
12:00- 1:00
Template 3
1:00-3:00 CAR/BENGUET Framework Elements of the
DIVISION- Enhancement Procedure
3:00-5:00 Best Practices
Informed Enhanced Accomplished Enhanced Draft
Output Participants Framework of the Templates 1,2,3 Policy
Policy
 PRESENTATION OUTLINE

I. Rationale and Legal Bases

II. Scope of the Policy
III. Definition of Terms
IV. Policy Statement
V. Guidelines and Procedures
VI. Roles and Responsibilities
VII. Monitoring and Evaluation
VIII. Resources

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DEPARTMENT OF EDUCATION
 Rationale
Schools and all other learning institutions in the
Philippines cater to learners from diverse cultural and
socio-economic background, bringing with them
valuable experiences, life skills and traditions. For these
learners to effectively develop and apply 21st century
skills, foster Filipino and global values, and appreciate
their heritage and culture, their education must be
grounded on and constructed upon their immediate
experiences, practices, beliefs, and environment.
Nationally-developed curriculum can successfully
address this matter through contextualization.
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DEPARTMENT OF EDUCATION
 Rationale
The concept of contextualization is anchored on
constructivist and experiential learning theories
advanced by several learning experts such as Dewey
(1916), Piaget (1972), Vygotsky (1978) and Bruner
(1990). These theories emphasize the importance of
utilizing a learner’s prior experience, ideas and
thinking in the assimilation, accommodation and
construction of new knowledge, information and
experiences.

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DEPARTMENT OF EDUCATION
 Rationale

Specifically, learning is a process of drawing

connections between what is already known
or understood and new information. Thus, a
learner’s immediate environment,
connections, prior knowledge and
experiences are important in the learning
process.
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DEPARTMENT OF EDUCATION
 Rationale
Contextualization is a valuable component of
learning. When school concepts are related to
day to day experiences of learners, they are
motivated and they retain knowledge longer,
thereby promoting learning both in school and in
the community. The application of learning to
real life situations or needs makes lessons
relevant, increases interest in learning, and
ultimately leads to improve learning outcomes..
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DEPARTMENT OF EDUCATION
 Rationale

Further, contextualization addresses issues of

learners” diversity, which, when adequately
and appropriately addressed can lead to
self-confidence that contributes to the
overall confidence and achievement of
learners

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DEPARTMENT OF EDUCATION
 Rationale
DepEd’s systematic and institutional endeavor on
contextualization started in the late 1990s through
different education programs and projects
implemented in selected regions and divisions,
although these were not yet supported by a clear
national policy. With the implementation of the K to 12
Basic Education Curriculum in 2012, contextualization
was institutionalized. One of its salient features is
making the curriculum relevant to learners. Use of local
culture, history and real-life situations are the content
for teaching and learning.
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DEPARTMENT OF EDUCATION
 Rationale
The standards and principles of K to 12 Curriculum
were anchored on the needs and circumstances
of the learner. The Curriculum Contextualization
Policy aims to give education stakeholders clearer
ideas on what is contextualization and why it is
necessary to support learners’ needs, when it is
appropriate and useful, and how the
contextualization process can be undertaken in
schools and community learning centers.
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DEPARTMENT OF EDUCATION
 Rationale

Ultimately, this policy intends to help all

learners achieve better learning outcomes in
their respective subjects in all grade levels
to make them functional and competitive
learners locally and in the global community.

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DEPARTMENT OF EDUCATION
 Legal Bases

This curriculum contextualization policy is

anchored on and is supportive of various
laws, department issuances and other
initiatives.

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DEPARTMENT OF EDUCATION
 Legal Bases
The 1987 Philippine Constitution stipulates that the
State shall establish, maintain, and support a
complete, adequate, and integrated system of
education relevant to the needs of the people
and society (Article XIV, Section 1). Further,
Article II, Section 22 recognizes and promotes the
rights of indigenous cultural communities within
the framework of national unity and
development.
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DEPARTMENT OF EDUCATION
 Legal Bases

Republic Act 9155, otherwise known as “Governance of

Basic Education Act of 2001.” Section 2 Paragraph 4
states that the State shall encourage local initiatives
for improving the quality of basic education. Section
3 (c), further emphasized to make schools and
learning centers the most important vehicle for the
teaching and learning of national values and for
developing of Filipino learners love of country and
pride in its heritage.
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DEPARTMENT OF EDUCATION
 Legal Bases

This is supported in Section 3 (e) which

pointed schools and learning centers to
reflect the values of the community by
allowing teachers/learning facilitators and
other staff to have the flexibility to serve the
needs of all learners.

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DEPARTMENT OF EDUCATION
 Legal Bases

Republic Act 10533, otherwise known as the

Enhanced Basic Education Act of 2013, subscribes
to the standards and principles of making
education inclusive, relevant, responsive, global,
culture-sensitive, and flexible enough to enable
and allow schools to localize, indigenize, and
enhance the curriculum based on the context of
the community.

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DEPARTMENT OF EDUCATION
 Legal Bases
Republic Act 10066, otherwise known as “National
Cultural Heritage Act of 2009”, Sec. 4.4, stressed that
the state shall recognize respect and protect the rights
of indigenous cultural communities to preserve and
develop their cultures, traditions and institutions. It
shall consider these rights in the formulation of
national plans and policies. Furthermore, in Section 35
(d) of this Act stressed the role of the Department of
Education which shall be responsible in instituting the
governance of Basic Education Act.
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DEPARTMENT OF EDUCATION
 Legal Bases

DepEd Order No. 32, s. 2015 entitled Adopting the

Indigenous Peoples Education Curriculum Framework
highlights the need for DepEd to systematically and
comprehensively respond to the specific learning
context of indigenous communities, in accordance to
their educational vision and aspirations. It provided the
definitions for contextualization, localization and
indigenization.

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DEPARTMENT OF EDUCATION
 Legal Bases

This issuance is anchored on Republic Act No. 8371,

known as The Indigenous Peoples Rights Act of
1997, which recognizes the right of indigenous
peoples to an integrated education system that is
relevant to their needs.

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DEPARTMENT OF EDUCATION
 Legal Bases

DepEd Order No. 40, s. 2011, entitled

Amendment to DepEd Order No. 51, s. 2004
(Standard Curriculum for Elementary Public
Schools and Private Madaris), identifies the
Refined Elementary Madrasah Curriculum, which
aims to promote the Filipino national identity,
and preserve the Filipino Muslim’s cultural
heritage.
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DEPARTMENT OF EDUCATION
 II. Scope of the Policy
This policy shall cover all classes in all schools in all key
stages – Kindergarten to Grade 3, Grades 4 to 6, Grades
7 to 10, and Grades 11 to 12. This shall likewise cover
Multigrade classes, all flexible learning options such as,
but not limited to, the Alternative Learning System
(ALS) and Open High School Program (OHP), and special
curricular programs such as Indigenous Peoples
Education (IPEd), Madrasah Education Program (MEP),
Special Education (SPED), Special Science for
Elementary School (SSES) ,Regional Science High School
(RSHS), and other Special Interest Programs (SIPs).
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DEPARTMENT OF EDUCATION
 II. Scope of the Policy
The implementation of the policy shall include
all public and private schools, laboratory
schools under state universities and colleges
(SUCs) offering basic education.

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DEPARTMENT OF EDUCATION
 II. Scope of the Policy
Contextualization will be observed, whenever
appropriate, useful and necessary through
instructional design, methods, materials and
assessment. Contextualization is expected to be
implemented by teachers, principals, and
supervisors at the community learning center,
school, district, division and regional levels.

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DEPARTMENT OF EDUCATION
 III. Definition of Terms

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. (D.O. 32, s. 2015)

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DEPARTMENT OF EDUCATION
 III. Definition of Terms
• 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.

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DEPARTMENT OF EDUCATION
 III. Definition of Terms
• 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
enhancement of the curriculum framework, curriculum
design, and learning standards of subject areas, guided
by the standards and principles adhered to in the
national curriculum.

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DEPARTMENT OF EDUCATION
 III. Definition of Terms

• Culture bearers are recognized elders in the

community and are acknowledged repositories of
their peoples’ history, practices, beliefs, and
knowledge systems having faithfully and truthfully
practiced these as taught to them by their own
elders. (D.O. 32 s. 2015)

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DEPARTMENT OF EDUCATION
 III. Definition of Terms
• Diverse learners refer to students from racially,
ethnically, culturally and linguistically diverse
families and communities of lower socio-
economic status

• Sense of place refers to the places that hold special

meaning to particular people that is deeply felt by
inhabitants and visitors

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DEPARTMENT OF EDUCATION
 III. Definition of Terms

• Orthography refers to a set of conventions for writing a

language. It includes norms of spelling, hyphenation,
capitalization, word breaks, emphasis, and punctuation.

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DEPARTMENT OF EDUCATION
 III. Definition of Terms
• Indigenous peoples (IPs)/indigenous cultural communities
(ICC) refer to a group of people or homogeneous societies
identified by self-ascription and ascription by others, who
have continuously lived as organized community on
communally bounded and defined territory, and who have,
under claims of ownership since time immemorial, occupied,
possessed and utilized such territories , sharing common
bonds of language, customs, traditions and other distinctive
cultural traits, or who have, through resistance to political,
social and cultural inroads of colonization and non-indigenous
religions and culture (Section 3 (h), R.A. 8371).
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DEPARTMENT OF EDUCATION
 III. Definition of Terms

• Indigenous People Education (IPEd) is a policy that

provides access to quality basic education and ensure
the preservation, recognition, promotion and protection
of the rights of indigenous peoples to ancestral domain,
cultural identity and heritage.
• Adaptability is concerned with the capacity to be
adjusted to suit new situations or conditions

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DEPARTMENT OF EDUCATION
 III. Definition of Terms
• Indigenous knowledge holder are storytellers, artist,
activist, hereditary leaders or academics who
encompasses generations of knowledge embedded
within the cultural and epistemological milieu of
indigenous communities that span generations (McGill,
2014: Indigenous Studies Program). This also includes
other community members recognized for their
expertise on particular indigenous knowledge systems
and practices who are willing to facilitate learning.

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DEPARTMENT OF EDUCATION
 III. Definition of Terms

• Learning Resources are any text-based or non-

text-based educational resource with a learning
purpose. These resources are designed to be used
directly by the student learners and or integrated
into teacher developed instructional plans as
guide in the teaching-learning processes.

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DEPARTMENT OF EDUCATION
 IV. Policy Statement
• This DepEd Order sets the standards for efficient and
effective curriculum contextualization, which is anchored on
the use of pedagogical approaches that are constructivist,
inquiry-based, reflective, collaborative and integrative. The
policy will guide administrators and educators to be
reflective, flexible, creative and innovative in their
facilitation of the teaching and learning process. Consistent
with various issuances and provisions, this will
institutionalize contextualization, making it an integral part
of lesson planning, instructional design and, classroom and
school activities.
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DEPARTMENT OF EDUCATION
• V. Guidelines and Procedures
1. Guiding Principles
• The mission of DepEd is to protect and promote the
right of every Filipino to quality, equitable, culture-
based, and complete basic education. The K to 12
curriculum, highlights that education should be
responsive and should respond not only to the cognitive
development of learners, but also to their cultural
diversity and their communities. It considers the
learners as constructors of knowledge and active makers
of meaning in a contextualized and culture-sensitive
environment.
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DEPARTMENT OF EDUCATION
• V. Guidelines and Procedures
It considers the learners as constructors of knowledge and
active makers of meaning in a contextualized and culture-
sensitive environment.
Education in the Philippines is committed to the following
standards and principles:
• holistic and inclusive
• developmentally appropriate
• learner-centered

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DEPARTMENT OF EDUCATION
• V. Guidelines and Procedures
• relevant, responsive and research-based
• culture-sensitive
• contextualized and global
• gender-responsive
• uses pedagogical approaches that are constructivist,
inquiry-based, reflective, collaborative, and integrative
• rights-based

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DEPARTMENT OF EDUCATION
• V. Guidelines and Procedures
Each educational key stage has its own key
contextualization characteristics. In Kindergarten to
Grade 3, contextualization is anchored in the
implementation of the Mother Tongue Based Multi
Lingual Education (MTB-MLE) Program. For Grades 4 to
6 and Grades 7 to 10, the teacher, together with the
community, will identify and develop ways to do
contextualization. For Grades 11 to 12,
contextualization is anchored on the different strands.

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DEPARTMENT OF EDUCATION
• V. Guidelines and Procedures
To ensure the relevance and responsiveness of the K to 12
basic education program, to the learners’ needs and their
contexts, a continuous process of community engagement,
institutionalized partnership and a continuing dialogue
between DepEd and the community shall be adopted.
Community engagement will be actualized through School-
based Management (SBM) to make the curriculum culture-
based, culturally appropriate, and responsive. It shall also
ensure that the foundational principles of the IPEd Program
and other initiatives that address contextualization are upheld
and safeguarded.
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DEPARTMENT OF EDUCATION
• TThisV.contextualization
Guidelines and
policy Procedures
provides the framework

This contextualization policy provides the framework

where the worldview of communities in various settings,
policies, standards and benchmarks from other countries
are integrated in the curriculum design, instructional
design or teaching-learning processes, instructional
materials, assessment, and support systems.

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DEPARTMENT OF EDUCATION
• V. Guidelines and Procedures
2. Implementation

Contextualization requires understanding of the local

context. This is necessary to sustain the relevance and
meaning of the curriculum to the learners.

The learning competencies are the reference points for

contextualization. It is here where local knowledge are
meaningfully linked to the context of the learners.

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DEPARTMENT OF EDUCATION
• V. Guidelines and Procedures

By utilizing the community’s resources, material (text and

non-text learning resources) and natural resources, local
history, language, and cultural practices, teachers have the
flexibility to contextualize the learning competencies
according to the learners’ educational and socio-cultural
contexts.

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DEPARTMENT OF EDUCATION
 V. Guidelines and Procedures
The succeeding sections provide guidance in
contextualizing the key elements of the K to 12 curriculum.

i. Curriculum Design
The curriculum design of learning areas includes the
framework, content, content standards, performance
standards, and learning competencies. Contextualization
can be done in relation to these components.

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DEPARTMENT OF EDUCATION
• V. Guidelines and Procedures
ii. Subject Area

The contextualization of subjects and learning

strands shall be in view(restate) of deepening the
conceptual understanding of the competencies.
Introduction of additional elements or concepts into
the subject area shall build on the existing elements
and concepts of the framework.

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DEPARTMENT OF EDUCATION
• V. Guidelines and Procedures
iii. Performance Tasks

• Performance tasks can be related to the learner’s

community, cultural heritage, or socio-cultural and
economic activities. It should be based on the
environment, learning needs, and demonstrated
understanding of the important community conditions.

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DEPARTMENT OF EDUCATION
 V. Guidelines and Procedures
iv. Competencies
Competencies may be contextualized by relating these with
the socio-cultural and economic activities and practices of the
community. A competency may be contextualized based on a
specific activity, situation or event in the community. For the
purpose of maximizing learning opportunities that arise out of
the community’s situation, some competencies may be taught
earlier or later than scheduled in the curriculum guide, or
whenever appropriate. A contextualized curriculum matrix can
be developed to guide contextualization of competency.

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DEPARTMENT OF EDUCATION
• V. Guidelines and Procedures
v. Learning Activities

Learning connects strongly with communities and practice

beyond the classroom.

Varied strategies, supported by principles of learning, shall

be used to develop understanding of a lesson in a
contextualized setting and these strategies may include.

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DEPARTMENT OF EDUCATION
• V. Guidelines and Procedures
a. Involving Stakeholders, experts, elders, culture bearers
and practitioners from industries and communities
utilizing their cultural artistic expressions as learning
facilitators and using their teaching methods
b. Conduct of community cultural mapping and use of
local symbols, icon, history, color, folklore, songs, dances,
tradition, practices, and artifacts
c. Using the environment in the teaching-learning process

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DEPARTMENT OF EDUCATION
• V. Guidelines and Procedures
vi. Instructional Materials
The following shall guide the contextualization of
instructional materials:
1. Learning Resource Needs
1.1 Specific needs of learners, e.g. IP learners, ALS learners,
learners with special education needs, children in difficult
circumstances, and those situated in geographically isolated and
disadvantaged areas (GIDA) are considered in the development
of contextualized materials.

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DEPARTMENT OF EDUCATION
 V. Guidelines and Procedures

1.2 Materials shall meet the requirements of the curriculum,

specifically in MTB-MLE, through the use of the dominant
language (mother tongue).

1.3 Focus shall be given to the development of materials along

identified least learned skills.

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DEPARTMENT OF EDUCATION
 V. Guidelines and Procedures
2. Culture-sensitivity
2.1 The development of instructional materials should be
anchored on a particular community’s traditions, beliefs,
aspirations (ideals), meaningful experiences and geography.
2.2 For instructional materials specifically developed for
Indigenous Cultural Communities (ICCs), the community’s
consent for the development of these materials shall be sought.
2.3 The production of locally developed teaching-learning
materials shall involve the integration of the educational and
social contexts of the region or division undertaking the
initiative. It shall also be guided by the Department’s quality
assurance process for learning resources.
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DEPARTMENT OF EDUCATION
 V. Guidelines and Procedures
3. Access
3.1 Learning Resources(LRs) shall be made accessible to all
types of learners by making them available through different
formats – text, non-text and through the LR Portal, after going
through proper and adequate quality assurance processes .

3.2 The development, reproduction and distribution of locally-

developed materials shall be included in the SIP, DEDP and REDP
and be given sufficient funding at the same time engaging
stakeholders to support such initiatives.

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DEPARTMENT OF EDUCATION
 V. Guidelines and Procedures
4. Quality Assurance

4.1 Locally developed materials shall be evaluated following the

criteria set by the Bureau of Learning Resources (BLR).

4.2 The community shall be involved in the quality assurance

(QA) process, whenever necessary.

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DEPARTMENT OF EDUCATION
 VI. Roles and Responsibilities
• Central Office
• Formulate policies and guidelines that shall ensure effective implementation of
Contextualization Policy based on issues and concerns affecting the
implementation of the program
• Allocate and generate funds for the implementation of the policy
• Develop mechanism that shall document, promote and provide incentives for best
practices
• Manage the development of training modules and feedback mechanism tool on
contextualization
• Provide technical assistance and capacity building to the Regional Office
• Provide monitoring and evaluation tools of the program and implementation of
policy to the regions, divisions and schools
• Review the policy based on the evaluation results for enhancement

54
DEPARTMENT OF EDUCATION
 VI. Roles and Responsibilities
• Regional Office
• Ensure strict compliance with the policy
• Conduct quality assurance review and publish learning resources
• Analyze issues and concerns affecting the implementation of the policy and
recommend solutions to the concerned office for appropriate action
• Develop mechanism that shall document, promote and provide incentives for best
practices
• Designate a Contextualization Regional Coordinator (define the responsibility)
• Provide technical assistance and capacity building to the Division Office
• Conduct monitoring and evaluation on the implementation of the policy
• Prepare and submit semestral report to the Central Office and
• Lead in advocacy for support to the program

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DEPARTMENT OF EDUCATION
 VI. Roles and Responsibilities
• Division Office
• Ensure strict compliance with the policy
• Quality assure contextualized learning resources
• Analyze issues and concerns affecting the implementation of the policy in the
Division Level and recommend solutions
• Develop mechanism that shall document, promote and provide incentives for best
practices
• Establish partnership and linkages with stakeholders to support the
implementation of the policy
• Designate a Contextualization Division Coordinator
• Provide technical assistance and capacity building to schools
• Conduct monitoring and evaluation on the implementation of the policy
• Prepare and submit quarterly report to the Regional Office
• Lead in advocacy for support to the program
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DEPARTMENT OF EDUCATION
 VI. Roles and Responsibilities
Schools
• Implement the policy
• Contextualize the content and learning delivery
• Provide data/ information on implementation of the policy from the School
Level and recommend solutions
• Participate in the Division Office’s incentives mechanism formulation for best
practices
• Designate a Contextualization School Coordinator
• Use the School Learning Action Cell for teachers to train them in
contextualization.

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DEPARTMENT OF EDUCATION
 VI. Roles and Responsibilities
• Involve the students, parents, communities, and other stakeholders, through
Focus Group Discussion, summit, consultative assemblies and other appropriate
strategies, in gathering local information for contextualization and generating
support in the implementation of the policy
• Include contextualization efforts/projects in the School Improvement Plan
and Annual Implementation Plan.
• Prepare and submit quarterly report to the Division Office;
• Lead in advocacy for support to the program

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DEPARTMENT OF EDUCATION
 VII. Monitoring and Evaluation
• Monitoring and Evaluation (M&E) of curriculum
contextualization shall be done by the Central Office,
Regional Offices, Schools Division Offices, and schools in
order to:

1. ascertain whether policy standards are complied with;

2. provide information for purposes of program improvement,
adoption, continuation or expansion;
3. identify merit, worth and significance of the program; and
4. document best practices for possible replication.
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DEPARTMENT OF EDUCATION
 VII. Monitoring and Evaluation
As prescribed by Section 1.5 of DepEd Order No. 32, s. 2015, which states that “culture-
sensitive monitoring and evaluation processes shall be formulated as well as the necessary
tool to track and provide feedback about overall curriculum implementation,” policy
implementers shall adhere to the following principles of M&E:

• M&E must be aligned with K to 12 Curriculum objectives, learning standards, and

competencies as indicated in the Curriculum Guides, which are coded per quarter, per
learning area and per grade level.
• M&E must recognize the diversity of learners.
• M&E formative assessment should scaffold the learners in summative assessment.
• M&E results must be used by teachers as basis to help students learn better.
• M&E involves both teachers and learners.
• M&E findings and feedback reports must be the basis for technical assistance, and basis
for support system in addressing the gaps or progress of the contextualization
implementation at the school, division, regional and national level.

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DEPARTMENT OF EDUCATION
 VII. Monitoring and Evaluation
1. Mechanism and Processes
• Existing mechanism and processes shall be applied in the
conduct of M&E of curriculum contextualization. School
Monitoring, Evaluation and Adjustment (SMEA) shall be
conducted at the school level. Schools District Monitoring,
Evaluation and Adjustment (SDMEA) shall be conducted at the
district level, if applicable. Division Monitoring, Evaluation and
Adjustment (DMEA) shall be conducted at the division level.
Regional Monitoring, Evaluation and Adjustment (RMEA) shall be
conducted at the regional level. These M&E activities shall be
done quarterly.

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DEPARTMENT OF EDUCATION
 VII. Monitoring and Evaluation

See attachment…

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DEPARTMENT OF EDUCATION
 VIII. Resources
Budget allocation for materials preparation/reproduction, and
monitoring and evaluation shall be incorporated in the Work
and Financial Plan (WFP) of each governance level. It can also
be sourced out from the Special Education Fund (SEF) for
reproduction of learning resources, Maintenance and Other
Operating Expenses (MOOE) and other fund sources.
Memoranda of Agreement/Understanding (MOA/MOU) may
also be forged in order to generate funds intended for materials
preparation/reproduction and M&E.

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DEPARTMENT OF EDUCATION
THANK YOU!!!