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DESIGNING AND DEVELOPING ALTERNATIVE EDUCATION MODALITIES TO IMPROVE THE LITERACY OF THE DUMAGATS.

A comprehensive and functional definition of literacy formulated in 2008 by the United Nations Educational, Scientific, and Cultural Organization (UNESCO) included ?the ability to read, write, comprehend, or embrace multiple skill domains to serve different purposes or to identify, interpret, create, communicate, and compute materials in different contexts.? The definition ranked the Philippines 48th in the world according to the World Data Atlas in 2015 which configured a 96.6% adult literacy rate in the Philippines. With globalization on the foreground of the K to 12 curriculum, the government opened new opportunities and challenges to the Filipinos. Alongside the governmental efforts in the delivery of service in education to the remotest areas shall include modalities apt for the indigenous culture, traditions, and mores. They should achieve the national goals of maximizing the fullest potentials of learners through the utilization of possible materials, pedagogical strategies, and alternative modalities. With this in mind, the researchers proceeded to Norzagaray where an indigenous people called the Dumagats live. This study aimed to describe the literacy and the education modalities of the indigenous people in Norzagaray, Bulacan called the Dumagats through a case study of the government?s alternative modalities delivered to the indigenous community.



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Keywords: alternative education modalities Dumagat literacy.

ISSN: 2320-5407

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EOI/DOI: 10.21474/IJAR01/5845


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