VISION
The Indigenous Cultural Communities and Maguindanao Muslim in the service areas of SCMSI protecting the ancestral domain, proud and preserving their cultural heritage, live harmoniously with God creation in a community of truth, justice, peace and love where their human potentials are fully and integrally developed culturally, spiritually, economically, politically, environmentally and socially empowered they become self-reliant and self-sustaining.
MISSION
We, the missionaries of Santa Cruz Mission, motivated by the love of God in cooperation with government and non-government through the support of our benefactors in partnership with indigenous cultural communities and all Muslims group do hereby commit our self to:
* Promote an integral approach towards tribal liberation and human development;
* Develop and protect the culture and values of indigenous cultural communities and Muslim groups as deemed appropriate;
* Adopt and practice participatory processes;
* Actively support the IP?s, in the continuing struggle for self-reliant and self determination, and
* Be actively involved in the advocacy and implementation of programs and activities to promote, protect and restore the environment.
SCMSI NEW SECONDARY EDUCATION CURRICULUM
Time Allotment and Unit Credits
|
FIRST YEAR |
MINUTES PER DAY |
UNIT CREDIT |
|
|
|
|
|
Filipino |
40 |
1 |
|
Araling Panlipunan |
40 |
1 |
|
PEHM |
40 |
1 |
| Values Education/ Religion | 40 |
1 |
|
English |
40 |
1 |
|
Science and Technology |
60 |
1.5 |
|
Math |
40 |
1 |
|
T.H.E |
60 |
1.5 |
|
Secondary tribal education 1 (sted 1) |
40 |
(1) |
|
RHGP |
15 |
0 |
|
|
|
|
|
|
TOTAL |
9 |
|
SECOND YEAR |
MINUTES PER DAY |
UNIT CREDIT |
|
|
|
|
|
Filipino |
40 | 1 |
|
Araling Panlipunan |
40 | 1 |
|
PEHM |
40 | 1 |
|
Values Education/ Religion |
40 | 1 |
|
English |
40 | 1 |
|
Science and technology |
60 | 1.5 |
|
Math |
40 | 1 |
|
T.H.E |
60 | 1.5 |
|
Secondary tribal Education (STED 2) |
40 |
(1) |
|
RHGP
|
15
|
(0) |
|
|
TOTAL | 9 |
|
THIRD YEAR |
MINUTES PER DAY |
UNIT CREDIT |
|
|
|
40 |
1 |
|
|
Araling panlipunan |
40 | 1 | |
|
PEHM |
40 | 1 | |
|
Values Education/ Religion |
40 | 1 | |
|
English |
40 | 1 | |
|
Science & technology |
60 | 1.5 | |
|
Math |
40 | 1 | |
|
T.H.E |
60 | 1.5 | |
| Secondary trial education 3 (STED 3) |
40 |
(1) | |
|
RHGP |
15 | 0 | |
|
|
|
|
|
|
|
TOTAL | 9 | |
|
|
|
|
|
|
FOURTH YEAR |
MINUTES PER DAY |
UNIT CREDIT |
|
|
|
|
|
|
|
Filipino |
40 | 1 | |
|
Araling Panlipunan |
40 | 1 | |
|
PEHM |
40 | 1 | |
|
Values education/ Religion |
40 |
1 | |
|
English |
40 | 1 | |
|
Science and technology |
60 | 1.5 | |
|
T.H.E |
60 | 1.5 | |
|
Secondary tribal education 4 (STED 4) |
40 |
(1) | |
|
RHGP |
15 | (0) | |
|
|
|
|
|
|
|
TOTAL | 9 | |
NOTE: * Added subjects in the New SCMSI Secondary curriculum
After undergoing the Tribal Education, the secondary learners shall have developed these competencies:
1. The concept of self-governance based on:
a. relevant customs in practice
b. their own system and not those are imposed by other, (i. e. , justice, peace and orders, defense, cultural, economic and political leadership),
c. Their initiative to establish linkage and framework.
2. The idea of self-reliance and manifested in:
a. the ability to secure and control resources, primarily their ancestral domains, their food resources and their human resources.
b. Sustainable livelihood, particularly in terms of production , marketing and trading as well as technology in the hands of the ?lumad? themselves.
c. Education focus on their right self-determination and
d. Preservation of knowledge skills and attitudes.
3. The concept of self-identity and self-confidence defined as:
a. self-worth and dignity
b. distinctive in terms of language, customs on beliefs, practices, consciousness and arts, and
c. Being respected and respectful, being sensitive to gender and in relation to others, I. e. , others cultures, the government agencies, other organization and other religious sects.
THE OBJECTIVES OF THE TRIBAL EDUCATION SUBJECTS:
The objectives of Tribal education subjects in the elementary, secondary and Tertiary levels of SCSMI are laid on the common ground. Generally, it aims to develop relevant, alternative and progressive education program for effective and efficient teaching of "lumad" cultured and world views in school which will eventually reconstruct the education system of SCMSI from colonial teachings which will affirm and respect the "lumad" world views and emphasizing the inter connectedness of all life forms with the creator, enhancing the authentic dialogue of life and fait. Hence, creating a sustainable, self-reliant and empowered "lumad" community capable of leading their own lives.
General Objectives of Elementary and Secondary tribal Education subjects:
CULTURAL:
1. To instill love for tribal identity and be proud of being tribal students.
2. To acquire skills in making the different traditional arts and crafts.
3. To appreciate his own culture and tradition and encourage to live the desirable cultural practices, customs and traditions.
4. to appreciate the beauty of the traditional music and dances and perform it by heart.
5. to appreciate he tribal stories, myth, legends, folksongs, and other folk narratives.
SOCIAL:
1. To develop understanding and appreciation for the tribal ways of life, its customs, traditions and ideals and the best of the past from which the present emerged and the sum total of which will merge the future.
2. to train the pupils and students to be good tribal members of the community and the country as a whole.
3. to understand social living and what it demands to the individual.
MORAL:
1. To make pupils/ students aware of their rights and duties as citizens of this Republic.
2. To continue in the promotion of peace among mankind
3. To develop an awareness of the value of honesty in thought and in action.
4. To understand that the true patriotism demands the practice of Christian social living, includes the specific virtues and duties of a good citizen.
INTELLECTUAL:
1. To arouse interest in and awareness of what is going on his tribe in this modern time.
2. To be able to think and work efficiently and effectively.
3. To be orderly ad methodical in one?s way of meeting problems.
4. To develop the mental capacities of the students to the fullest that they may make the best use of these capacities and capabilities intelligently.
SPIRITUAL:
1. To develop God fearing tribal Christians.
2. To fully recognized the Divine Providence as the source of life and everything.
3. To awaken that God has a place in everything in whatever field and of whatever magnitude.
Based on the records provided by the office of the Comprehensive Education director, the elementary tribal Education and secondary tribal Education subjects shared the same objectives.
The above general objectives of Elementary and Secondary Tribal Education subjects are divided into five (5) major aspects. These are cultural, social, moral, intellectual and spiritual.
Each core area has its genera objectives which are set to guide the teacher?s perspective of the whole course.
SECONDARY TRIBAL EDUCATION CURRICULUM
To determine the extent to which the training of the Tribal Education, teacher is articulated to the work expected him; the Secondary Tribal Education Curriculum properly defines the scope and areas of study from first year to fourth year. These courses of study cover the T'boli tribe except in the Third year that broadly used the term Filipino Tribe. However, Filipino Tribe as describe by the course description would only mean to Tribal groups residing in Mindanao. One important feature in this secondary Tribal Curriculum is the inclusion of practicum areas in the course of learning the tribal knowledge and skills of their tradition dances, music and instrument, tribal agriculture and arts and crafts for the first year and second year high school.
The Secondary Tribal Education curriculum contains areas of concern that are geared towards appreciation and preservation of the T'boli cultural heritage, which is similar to the elementary curriculum for Tribal Education program. However, the learning are on this level are broader in scope. It is also geared towards self-sustaining and boasting ones tribal identity.
The student who have competed the first course in Tribal Education are expected to have attained to sing tribal music and dance their traditional dances as well as acquired skills in playing T?boli instruments.
The students who have completed the course of Tribal music and dances, the second year students have also developed the skills in making different handicraft and tribal farming technology. Most importantly, the building of positive attitudes towards their own arts and crafts so as to prepare to became a productive whenever they quit schooling.
The third year high school students trace the T'boli historical developments. The students obtain knowledge and awareness on the impact to their own history and culture. Consciousness of tier political, social and economic development is similarly expected of them. This course is broader because it slightly covers the roots and history of other existing tribe in Mindanao whom they believed as relatives like the Blaans.
The fourth year students are expected to develop an apparatus for appreciation and analysis of the T'boli culture. Critical analysis is expected of them to respond on the truth reflected on the tribal arts. The acquisition of values of human experiences from the different folk narratives, short stories, legends and folksongs are also gained by the students.
The Secondary Tribal Education subjects cover practical learning areas. In first two years, the students are led to manipulate their instruments, attain mastery in their music and dances and acquire necessary skills for survival through useful arts and crafts of the tribe.
In the next two years, the high school students are made to understand their roots, ways of life and their roles in the society through history and different literary genres and other cultural possessions of the tribe.
