3. The Department of Education (DepEd) is mandated to protect
and promote the right of every Filipino citizen to quality
education that will enable each learner to realize their full
potential and meaningfully take part in nation-building.
INTRODUCTION
K to 12 further promotes the implementation of programs
that address the various physical, intellectual, psychosocial,
and cultural needs of learners in diverse contexts.
main thrust of the K to 12 Basic Education Program which
recognizes the diversity of the country’s learners, schools,
and communities
DepEd Order No. 43, s. 2013
4. What is
LIFELONG
LEARNING?
It is important for an
individual’s competitiveness
and employability, but also
enhances social inclusion,
active citizenship, and personal
development
The “ongoing, voluntary,
and self-motivated”
pursuit of knowledge
for either personal or
professional reasons
Commitment to lifelong
learning in multicultural
education means On-
Going Culturally
ResponsiveTeaching
“ensure inclusive and
equitable quality
education and
promote lifelong
learning opportunities
for All”
5. INCLUSIVE LIFELONG LEARNING
Inclusive lifelong learning depends also on equal learning
opportunities beyond the formal education system.
It addresses every individual’s right to engage in meaningful and
rewarding learning across domains as diverse as literacy,
vocational skills and citizenship skills, in settings as varied as
community learning centres, schools, libraries, Leisure centres,
universities and – through the extension of digital
technologies – homes
6. Dominant Themes Associated
with Lifelong Learning
SOCIAL JUSTICE AND SOCIAL
INCLUSION
Particular groups have been systematically excluded
from educational opportunity by virtue of their social
status, race and ethnicity, gender, disability, or
geographical location
ECONOMIC PERSPECTIVE
Competition in a global market is compromised
because skills deficits exist, and the role of lifelong
learning is to produce more well-qualified individuals
for the labor market
7. INCLUSION
Commitment to Lifelong
Learning in Multicultural
Education
All learners shall have access to and participate in all
aspects of life in school, in learning centers and other
places of learning.
8. INCLUSION
Commitment to Lifelong
Learning in Multicultural
Education
INCLUSIVE CURRICULUM-learner-centered, developmentally
appropriate, culture-sensitive, relevant, gender-responsive, and
contextualized.
9. RESPONSIVENESS TO RIGHTS
Commitment to Lifelong
Learning in Multicultural
Education
Inclusive Multicultural Education contributes to the realization of
the Department’s commitment to quality, equitable, culture-
based, and complete basic education which is premised on its
mandate to protect and promote the right of every Filipino citizen
to such education services.
10. SENSITIVITY AND
RESPONSIVENESS TO CONTEXT
Commitment to Lifelong
Learning in Multicultural
Education
K to 12 recognizes and values the diverse contexts of
learners, schools, and communities, and this diversity
guides the design and delivery of basic education
programs and interventions
11. SENSITIVITY AND
RESPONSIVENESS TO CONTEXT
Commitment to Lifelong
Learning in Multicultural
Education
The inclusiveness of K to 12 as Multicultural Education is also
expressed through existing programs such as Special Education,
Indigenous Peoples Education, Madrasah Education, and Flexible
Learning Options including Alternative Delivery Modes and
Alternative Learning System, which address the context and needs of
particular learners. Special Interest Programs also cater to learners
who manifest the interest and aptitudes for particular skillsets.
12. SENSITIVITY AND
RESPONSIVENESS TO CONTEXT
a. Recognition and development of programs or initiatives to
address contexts, needs and concerns not covered by
existing programs and initiatives of DepEd;
b. Contextualization of the curriculum and learning materials
at the school level;
c. Differentiated presentation of information, content, and
learning materials to support understanding;
13. SENSITIVITY AND
RESPONSIVENESS TO CONTEXT
d. Provision of opportunities for learners to create, learn and
share what they know in both curricular and non-curricular
activities;
e. Provision of equitable and appropriate learning
opportunities for all learners to facilitate active participation
and shared responsibility and accountability in the teaching-
learning process; and,
f. Removal of barriers to learning and participation.
14. Communication binds people together. Their
interaction with one another connects their
understanding.
“In DIVERSITY, there is
BEAUTY and STRENGTH”
MayaAngelou
15. Sources:
UNESCO (2021). Inclusive lifelong learning in cities: Policies and practices
for vulnerable groups. UNESCO Institute for Lifelong Learning. Germany
https://uil.unesco.org/system/files/iclc2019_medellinmanife
sto_final_0.pdf
Llego(2017). DepEd Inclusive Education Policy Framework
Lifelong learning is specifically a key principle of Sustainable Development Goals 4 of the United Nations 2030 Agenda for Sustainable Development
The right to inclusive lifelong learning applies to all populations, with a concerted eff ort required to reach disadvantaged or vulnerable groups.
Social Justice and Social Inclusion – Despite the passing of the Bill on Gender Sensitivity, some academic institutions did not respond to this. Some are still hesitant for the acceptance of cross-dressing which may become another issue for this lifelong learning.
Economic Perspective -
How do we show commitment to Lifelong learning in a diverse learning environment. According to the Department of Education Framework Policy, the following are the guiding principles in the pursuit of Multicultural Education. First is, we make sure that Inclusion is observed.
Inclusion is a key standard and principle of the K to 12 curriculum and its actualization is supported by other standards and principles that further describe the features of an inclusive curriculum. Thus, the perspective of Inclusive Education is at the core of the K to 12 curriculum and is embedded in the curriculum framework itself. This is demonstrated by the Mother Tongue-based Multilingual Education (MTB-MLE) policy for K to 3, the varied offerings of Technology and Livelihood Education (TLE) in Junior High School, and the tracks and strands of Senior High School, all of which are meant to be responsive to the varied context of the country’s learners.
The SECOND guiding principle in the pursuit of Multicultural Education is Responsiveness to Rights. The Department subscribes to the Rights-based Approach (RBA), which highlights the recognition, promotion, and protection of rights as the basis for initiatives, and focuses on people empowerment through the introduction and use of the concept of rights as legal entitlements of the people and legal obligations of the government to its people
The third guiding principle in the pursuit of Multicultural Education is Sensitivity and Responsiveness to Context.. A teacher must recognize and respect individual differences of his/her class.
To ensure that curriculum contextualization and the implementation of the various programs of the K to 12 curriculum actualize inclusion, and continue to promote equality and equity in developing the learners’ competencies through quality differentiated instruction, the following shall be strengthened and continue to be pursued:
According to Maya Angelou and I quote, “In Diversity, there is beauty and strength”. This quote simply reminds us that if we teachers is committed to accept individual differences of our learners, we could see the REAL BEAUTY of LEARNING. That is Love which opens Communication.
