HISTORY
Helobong Cultural Dance Troupe initiated the opening SIKAT T'boli from the period of the networking partnership with the Asian Council for Peoples Culture and continuously raising found for the school objectives.
It was in the 1997 through the gathering of indigenous educators in Kalinga, Apayao where they discussed issues particular on the tribal education forsake in the education spectra in the country. Then, in 1999 at Butuan , Zambales, Mrs. Rosie Sula together with an elder represented the indigenous peoples in Mindanao where they discussed on the proposed Indigenous Curriculum for four reasons:
Restoration, Protection, Preservation and Promotion of culture in order that skills, talents, good values, dances, music, history, legend, folklores, short Stories, idiomatic expression will be honed and introduced to these young generation of indigenous.
After all the many gathering, indigenous education was introduced inn all key areas of indigenous education was introduced in all key areas indigenous people all-over Philippines. With the help of the ACPC through Al-santos , the Director , the IP Education was realized. In 2001, the SIKAT T'boli at Lake Sebu, South Cotabato was opened.
CURRICULUM AT PRESENT:
Mrs.Rosie Sula, Community Development Officer III of NCIP- Lake Sebu shared from an interview that said institution is still on the process of the finalizing its curriculum and besides, it is her thesis proposal. With her study on the DepEd, Australian- Aborigines and theory in mind curriculum, they conceptualized their own curriculum as their own as unique and different.
However, from the data gathered, the SIKAT T'boli still followed the DEPED curriculum but it made different is the integrated of the T'boli culture in all subject areas For example.
In English & filipino , concentrating on the Reading and Writing with translation in T'boli Language.
In Mathematics, they include T'boli seasons their calendar their stars and their moons.
In science, the T'boli medicinal plants are include in the study.
In Sibika at Kultura, origins of T'boli tribe are being integrated
In the subject.
In music and Arts , the students studied T'boli music games, dances, and traditional sports.
All subject required by the DepED are all being taken by the students from Monday to Thursday and having Friday as their Activity Day for the Whole day for their enrichment session in studying their culture.
SCHOOL OF INDIGENOUS KNOWLEDGE
(NDMU ASSISTED PROGRAM)
PUROK PAG ASA BRGY.POBLACION LAKE SEBU SOUTH COTABATO
For School year 2006- 2007, another school following the school of indigenous Knowledge will be open Ed to be offered to all young children at Purok Pag asa, Brgy.Poblacion Lake Sebu,South Cotagbato.The school is under the management of Ms. Anita Castillon and supervision of NDMU Champagnat Cummunity Collage Directory, Ms. Melfa Gallago.
On the interview, it was found out that the institution is still on further-study of curriculum making to be implemented and offered for these young children. However, it will be a ladderized program that will start in Grade I with five (5) subjects such as English, Filipino, Math, Science, Makabayan and Indigenous Knowledge subject.
There will be a separate subject for these pupils that will cover T'boli culture and traditions. This is not a free education. It shall be the effort of the parentsto undergo livelihood programs offered by NDMU-CCC but with the assistance to each pupil particularly school supplies.
At present, the institution is on the process of shaping the environment and land area to be truly a T'boli community with its floras and faunas. In fact, they are cultivating indigenous trees such as K'nalum, Loco and Menge to be planted around the area.
SHOOL FOR INDIGENOUS PEOPLES:A MODEL BASED ON TBOLI CULTURE
SOURCE DISSERTATION DR.ALFREDO P.PANIZA JANUARY 2005
The model of a communitybased school emphasizes teaching of basic skills in communication, arithmetic, social and physical science, tradition of the T'boli people.The curriculum is relevant to the lives of the people and special efforts will be made to promote interest in the learners of language and culture. The tribal children learn to read and write in their tribal tongue as will as Filipino and English. Tribal language is given emphasis. Teaching aids and learning materials shall also be in T'boli childs mother tongue.
Eventually, a clear transition phase to use Filipino or English language instruction can be established. The main thrust of the curriculum is its instill to the learner the necessity of preserving their culture, traditions and heritage and the continues effort of transferring the same to the succeeding generations of tribal people rather the merely the acquisition of new knowledge, this concept of education also focus more on problem solving, the preservation of culture traditions and the creation of positive attitude towards cultural diversity. It should help equip people with the skills to obtain and evaluate knowledge and information.
The content of the curriculum includes the concept on ancestral domain, skills development, literary arts (myth and legends, folklores, songs and dances, indigenous system of governance, natural science, cosmology, traditions, religious beliefs and practices, heritage origins and kinship), health and medicine, language, values and mathematics.
Learning pathways in science, history, mathematics, language, culture, and values are geared towards development premised on indigenous world view. An indigenous curriculum is innovative, challenging, holistic and revolves around just the fruitful relations with fellow members of the community, the environment and the God creator. Knowledge is drawn from the wealth of tribal heritage and is transmitted through generations while obscuring the ways of learning and integrates system of knowledge that will further enrich and strengthen the learning experiences. Ways of learning are experiential, integrative, relevant, with clear and purposeful goals respond to the social needs and livelihood of the community and affirm the identity of the youths as indigenous Filipinos.
Hereunder are the listing of T'boli practices, beliefs and rituals considered as necessary elements to be included in the curriculum instruction for tribal learners categorized as socio-cultural, economic, political, spiritual and environmental.
A.SOCIO-CULTURAL:
1. Marriage Practices:
- Marriage ?Kimo?/Material Practices
- Therapeutic Child Marriage/ Knee rubbing
- Marriage ceremony/ Knee rubbing
- Marriage feast/ ?Mo?ninum?
- Measurements and the choice of partner in life
2. Pregnancy belief
- Childbirth practices
3. T'boli dances
4. T'boli music
5. T'boli musical instruments
6. Wearing of T'boli costumes
- wearing of hats and turbans
- Wearing of ring/ tising
7. Tattooing hakang
8. Betel nut chewing
- Constant spitting with ingrained betel nut
9. Building of houses on hilltop
- beliefs in building and abandoning a house
10. Use of T'boli cosmetics
11. Use of T'boli herbal medicines
12. Use of T'boli dialect in classroom instructions
13. T?boli hospitability
14. T?boli folklore
15. Horse fighting, kuda seket
16. folk beliefs connected to food eating habits
B. ECONOMICS:
1. Brasscasting/Brassworks
2. Embroidery
3. beadworks
4. farming beliefs
5. Ancestral domain
6. Practices and beliefs in planting rice
7. Beliefs in good harvest
8. Beliefs in plowing the fields
9. Beliefs in planting other crops
10. Folk beliefs connected to weaving
11. ?lomolo? practical inheritance
C. POLITICAL:
1. Datu system
2. Tribal system
3. Tribal leadership
4. T?boli morality
5. T?boli ancestral customary laws
D. SPIRITUAL:
1. Wake games, dancing and riddles
2. Beliefs on burying the dead
3. Beliefs on after-life
4. Beliefs on spirit of the dead
5. Beliefs connected to dead and burial.
6. T?boli beliefs on creation of man
7. T?boli animistic beliefs
8. T?boli ancestor worships
9. Practice of "demsu"/ offering rites
10. strong relationship rites/ ?seklung-luos?
11. Heling rites/ ?Shubung?
E. ENVERONMENTAL:
1. Respects to rivers and trees/?mofo?
2. Beliefs about earthquakes, eclipse, etc.
3. Beliefs in fishing
4. Beliefs in hunting wild animals
5. T?boli ?lii?/ tabos
LIST OF SUBJECTS:
LEVEL I-IV:
English
Mathematics
Filipino
Science
Character Education
Tribal technology
Tribal Education
DESIRED LEARNING COMPETENCIES:
ENGLISH ?
The learning area provides an opportunity for learners to access/ process and use information through listening, reading, speaking and writing.
MATHEMATICS
Learners acquire mathematical skills for personal and social effectiveness. A study of the four (4) fundamental operations, fractions, metric and local measurements.
FILIPINO
Learners developed competencies in the language specifically regarding health and hygiene, nutrition and food products, environment and its conservation.
SCIENCE
Acquisition of science skills and scientific attitudes and values needed in finding solutions for everyday problems specifically regarding health and hygiene, nutrition and food products, environment and its conservation.
CHARACTER EDUCATION
The leaning area provides for the development of tribal peoples with sense of social responsibility, concerns of his dignity, a God-fearing, nationalistic, patriotic and productive tribal commented to work for the progress and security of the family, his community and the entire world.
TRIBAL TECHNOLOGY
Development of competencies in line with the reservation of the indigenous crafts, skills, positive work, attitudes, tribal form of livelihood and practices as well as appropriate tribal technology.
TRIBAL EDUCATION
Development of competencies in the line with the preservation of indigenous knowledge, skills and values, attitudes, tribal customs, beliefs and practices.
Each subjects area shall consist of four (4) learning modules that a learner should familiarize before taking an achievements test as part of the learning assessment and evaluation.
