Objectives

• Gain understanding of localization and contextualization in

the Basic Education Program

• Identify ways on how the curriculum, subject and/or test could

be localized/ contextualized

• Express appreciation of the need to adapt to the learners’

diversity through contextualization
OUTLINE
- POLICY/LEGAL BASES OF CONTEXTUALIZATION
- DEFINING CONTEXTUALIZATION
- DEGREES OF CONTEXTUALIZATION
- THE REACT STRATEGY
 1998 – 2006 : THIRD ELEMENTARY EDUCATION PROJECT (TEEP)
- DEVELOPMENT OF READERS USING LOCAL STORIES
- INTEGRATION OF CULTURE AND ARTISTIC EXPRESSIONS IN LEARNING
AREAS
 2002 – 2007 : BASIC EDUCATION ASSISTANCE FOR MINDANAO
- TRI-PEOPLE PERSPECTIVE – MUSLIMS, CHRISTIANS, AND LUMADS
 2005 - PRESENT: STRENGTHENING IMPLEMENTATION OF VISAYAS
EDUCATION (STRIVE)
- REGION-WIDE EFFORTS ON LOCALIZATION/CONTEXTUALIZATION
 2011 - 2014: PHILIPPINES’ RESPONSE TO INDIGENOUS PEOPLES’
AND MUSLIM EDUCATION (PRIME)
- INITIAL ATTEMPT AT GENERATING THE CONTEXTUALIZATION
 1987 Philippine Constitution
Article XIV, Section 14:
“The State shall foster the preservation,
enrichment, and dynamic evolution of a Filipino
national culture based on the principle of unity in
diversity in a climate of free artistic and
intellectual expression”
 1987 Philippine Constitution
Article XIV, Section 5. (1)

“The State shall take into account regional and

sectoral needs and conditions and shall
encourage local planning in the development of
educational policies and programs.”
 Republic Act 9155
Governance of Basic Education Act of 2001
- Encourage local initiatives for improving the quality of
basic education
- The values, needs and aspirations of a school
community are reflected in the program of education
- School and learning centers shall be empowered to
makes decisions on what is best for the learners they
serve
 Republic Act 10533
Enhanced Basic Education Act of 2013

Section 5: The DepEd shall adhere to the

following standards and principles in developing
the enhanced basic education curriculum:

(d)... Contextualized and global

 IRR of Republic Act 10533 (DO 43 s. 2013)

PHILOSOPHICAL
& LEGAL BASES
■ RA 10533 Enhanced Basic
Education Act of 2013
■ Kindergarten Act
■ The 1987 Phil. Constitution
■ BP 232, Education Act of 1982
■ RA 9155, Governance of Basic
Education Act of 2001
■ The vision, mission statement of
DepEd
■ SOUTELE, 1976
■ The EDCOM Report of 1991
■ Basic Education Sector Reform
Agenda (BESRA)
■ The four pillars of education
(UNESCO)
The K to 12 Philippine Basic Education
Curriculum Framework
CONTEXT
NEEDS OF NATIONAL &
NATURE OF GLOBAL COMMUNITY
THE LEARNER ■ Poverty reduction and human
development
■ Has a body and spirit, intellect, free
■ Strengthening the moral fiber of the
will, emotions, multiple intelligence,
learning styles Filipino people
■ Constructor of knowledge and active ■ Development of a strong sense of
maker of meaning, not a passive nationalism
recipient of information ■ Development of productive citizens
who contribute to the building of a
progressive, just, and humane society
■ Ensuring environmental sustainability
NEEDS OF
■ Global partnership for development
THE LEARNER
■ Life skills
■ Self-actualization
■ Preparation for the world of the
work, entrepreneurship, higher
education
 Features of the K to 12 Curriculum

learner-centered, standards- and

inclusive, and research- competence-based,
based seamless, decongested

culture-responsive and
culture-sensitive,
flexible, ICT-based,
integrative and
contextualized, relevant and global
and responsive
  Department of Education’s Mission
To protect and promote the right of every Filipino to
quality, equitable, culture-based, and complete basic education where:
- Students learn in a child-friendly, gender-sensitive, safe,
and motivating environment
- Teachers facilitate learning and constantly nurture every learner
- Administrators and staff, as stewards of the institution, ensure an
enabling and supportive environment for effective learning to happen
- Family, community, and other stakeholders are actively engaged and
share responsibility for developing life-long learners
A diverse family of instructional strategies designed to
more seamlessly link the learning of foundational skills
and academic or occupational content by focusing
teaching and learning squarely on concrete
applications in a specific context that is of interest to
the student. (Mazzeo et al.,2003, pp. 3–4)
Contextualization refers to meaningful language use for
communicative purposes within a given situation or context.
It comprises all activities by participants which make
relevant, maintain, revise, cancel … any aspect of context
which, in turn, is responsible for the interpretation of an
utterance in its particular locus of occurrence.
- Auer and Di Luzio (1992)
Contextualization is a prerequisite in addressing the content
and organization of activities to be undertaken in the
classroom. Students' engagement in their schoolwork
increases significantly when they are taught, why they are
learning the concepts and how those concepts can be used in
real-world contexts.
- Mouraz and Leite (2013) and Center for Occupational
Research and Development (2012)
Cultural contextualize education motivates students to
know more about their cultural heritage in order to
appreciate and understand other cultural heritage.

- Ozele as cited in HeeKap Lee & Ivy Yee-Sakamoto (2012)

“... entails intentional efforts to extend learning
beyond the classroom into relevant contexts
in the real world, and it also entails bringing
realities of those extra academic contexts
into the classroom” (Brelsford, 2008)
Contextualization is 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.
- DepEd Order 32, s. 2015
- DepEd Order 35, s. 2016
- DepEd Order 35, s. 2016
- DepEd Order 35, s. 2016
 Teaching
School Home
Culture Culture
Skills

DEPARTMENT OF EDUCATION
 Contextualization

Localization Enculturation
Does it fit the Does it fit in the
locality? culture?

DEPARTMENT OF EDUCATION
Localization
“… freedom for schools or local education
authorities to adapt a curriculum to local
conditions” – Taylor (2004;2)

“…relating the content of the curriculum and the

processes of teaching and learning to the local
environment” – Taylor (2004; 3)
 Localization involves
“adaptation of the
curriculum content to
the community where
changes in a given
curriculum are based on
its peculiarities”.
-Abuso, et al. (2002; 44)
How can localization be done?
• Organizing the subject to
make it relevant to the
students’ culture
• Adopting content and
learning modes, including
learning systems from the
community;
http://aid.dfat.gov.au

DEPARTMENT OF EDUCATION
How can localization be done?
• Inviting the natives/
local people to
participate in
implementing the
curriculum

http://aid.dfat.gov.au

DEPARTMENT OF EDUCATION
EXAMPLE: LESSON 1 (LM)
PAGE 440

The task can be CONTEXTUALIZED AND LOCALIZED in terms of materials by using a

video, other photos, a situation, caricature, a comic strip instead of the photos above.
Make sure that replacements are of the same theme.
EXAMPLE: LESSON 1 (LM)

PAGE 439

Task 2 can be CONTEXTUALIZED in terms of CONTENT by using other song that is

more current and with the same meaning.
Curricula and instruction based on contextual learning
strategies should be structured to encourage five
essential forms of learning:
Learning in the context of life experience, or relating, is
the kind of contextual learning that typically occurs
with very young children. With adult learners, however,
providing this meaningful context for learning becomes
more difficult. The curriculum that attempts to place
learning in the context of life experiences must, first,
call the student’s attention to everyday sights, events,
and conditions. It must then relate those everyday
situations to new information to be absorbed or a
problem to be solved.
Experiencing—learning in the context of exploration,
discovery, and invention—is the heart of contextual
learning. However motivated or tuned-in students may
become as a result of other instructional strategies such
as video, narrative, or text-based activities, these remain
relatively passive forms of learning. And learning
appears to "take" far more quickly when students are
able to manipulate equipment and materials and to do
other forms of active research.
Applying concepts and information in a useful
context often projects students into an imagined
future (a possible career) or into an unfamiliar
location (a workplace). This happens most commonly
through text, video, labs, and activities, and these
contextual learning experiences are often followed up
with firsthand experiences such as plant tours,
mentoring arrangements, and internships.
Cooperating—learning in the context of sharing,
responding, and communicating with other learners—is
a primary instructional strategy in contextual teaching.
The experience of cooperating not only helps the
majority of students learn the material, it also is
consistent with the real-world focus of contextual
teaching.
Learning in the context of existing knowledge, or
transferring, uses and builds upon what the student has
already learned. Such an approach is similar to relating,
Students develop confidence in their problem-solving
abilities if we make a point of building new learning
experiences on what they already know.
Principles of Interventions
1 Teachers as cultural mediators
2 Culturally responsive pedagogy
3 Community of practice
4 Praxis for transformation

DEPARTMENT OF EDUCATION
• Localization and contextualization can be done in all subject areas

• Localization maximizes materials that are locally available

In designing activities in the classroom using
authentic materials, it is important to set the
purpose first.
Helpful questions
o How will students interact with the
material?
o What will students learn?
o Why will they learn it?
How? Take a picture of an arch - shaped
object in your locality.

What? in order to identify the axis of

symmetry

Why? so they can appreciate the role

that math played in architecture in their
place.
 Focusing on your subject,
continue the following
sentence prompts:

How? Students will

__________________

What? in order to
_____________________
•Should create rooms for students to pose
problems and issues and develop strategies
together for addressing them
•The localized or contextualized curriculum is
based on local needs and relevance for the
learners where there is flexibility and creativity
 We must build on what
resources the school have.

 We must accommodate and

respect cultural, linguistic and
racial diversity.
1. Are new concepts presented in real-life situations and experiences
that are familiar to the student?
2. Are concepts in examples and student exercises presented in the
context of their use?
3. Are new concepts presented in the context of what the student
already knows?
4. Do examples and student exercises include many real, believable
problem-solving situations that students can recognize as important
to their current and possible future lives?
5. Do examples and student exercises cultivate an attitude that says, "I
need to learn this"?
6. Do students gather and analyze their own data as they are guided in
discovery of the important concepts?
7. Are opportunities presented for students to gather and analyze their
own data for enrichment and extension?
8. Do lessons and activities encourage the student to apply concepts
and information in useful contexts, projecting the student into
imagined futures (e.g., possible careers) and unfamiliar locations (e.g.
workplaces)?
9. Are students expected to participate regularly in interactive groups
where sharing, communicating, and responding to the important
concepts and decision-making occur?

10. Do lessons, exercises, and labs improve students’ written and oral
communication skills in addition to mathematical reasoning and
achievement?
“In order for you to localize and contextualize the
curriculum, “you have to think of where you are so that
you can make the curriculum relevant to you.” The best
curricula are contextualized 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.”
Igniting the Passion of
Teaching
 Bringas, H. A. (2014). Localization -contextualization-slide share. Retrieved August 8, 2017 from
www.slideshare.net/lenferndz/localization-contextualization
 Mouraz, A., & Leite, C. (2013). Putting knowledge in context: Curriculum contextualization in history
classes. Transformative Dialogues: Teaching & Learning Journal, 6(3), 1-11.
 Center for Occupational Research and Development (2012). What is contextualize teaching. Retrieved August
8, 2017 from http://www.cord.org/contextual-learning-definition/
 Department of Education (2014). Localization and Contextualization. Training of Trainers for Grade 9 of the K
to 12 Enhanced Basic Education Program. April 21 – 26, 2014
 Department of Education Regional Office VIII (2016). Curriculum Contextualization. Retrieved August 8, 2017
from https://www.slideshare.net/rtipolo/contextualization-presentation
 HeeKap Lee & Ivy Yee-Sakamoto (2012). Contextualized pedagogy: New educational approach in the
postmodern era. The Journal of Multiculturalism in Education Volume 8.
 Valdriz, J. F. (2016). Curriculum Contextualization: The Philippine Experience. Retrieved August 8, 2017
from www.slideshare.net
 Valdriz, J. F. (2016). Interdisciplinary Contextualization for Mathematics Education. Retrieved August 8,
2017 from www.slideshare.net