| Description |
In 1995, the Sub-commission on Cultural Communities and Traditional Arts of the National Commission for Culture and the Arts (NCCA) – the lead agency mandated to preserve, promote and develop Philippine culture and the arts – affirmed the need to safeguard traditional knowledge and practices from rapid cultural devaluation brought about by media, tourism, formal education and religion. This paved the way for the creation of The School of Living Traditions (SLT) programme, involving informal, community-managed learning centres where practitioners can transmit their communities’ knowledge, intangible cultural heritage, skills and values to younger generations. The identification of priorities for safeguarding was led by elders, leaders and other members of communities through a series of consultations. In the process, the NCCA provided capacity-building assistance for the mobilization of logistics and other resources needed to establish the learning centres. The SLT programme aims to develop, implement and evaluate community-based measures to safeguard vital traditional cultural knowledge and practices from the potential negative effects of modernization. |
| Social and cultural significance |
Several indicators and positive outcomes demonstrate the effectiveness of the SLTs in contributing to the viability of the intangible cultural heritage of indigenous cultural communities concerned.
1) Number of ICH elements that are transmitted by enhanced SLTs
Each SLT teaches at least three ICH elements to its students. In this regard, approximately 84 ICH elements are promoted in the enhanced 28 SLTs throughout the country.
2) Number of youth trained by SLTs
In total, more than 2,100 young people have been trained in their respective communities’ intangible cultural heritage, traditional skills and practices. The SLTs also facilitated heightened awareness of the ICH in focus having a multiplier effect at the household levels and in peer groups.
3) Revitalization of ICH elements
ICH transmission through SLTs has contributed to the revitalization of intangible cultural heritage, especially oral traditions and language. As a concrete example, the speakers of the Inati language of the Ati communities have increased since the language has been the priority element of the SLT in Antique and Guimaras.
4) Strong community and partner buy-in
Local stakeholders have shown strong support for the sustainability of SLTs as non-formal centers of indigenous learning. The SLT is mainstreamed in local government units’ (LGUs) development policies, plans and programs, such as the Forest Land Use Plan, Conditional Cash Transfer Programs and other forms of social welfare assistance. The involvement of community leaders and cultural masters is integrated in planning and decision-making processes of LGU plans and programs. Civil society organizations, academic institutions, national government agencies, the private sector, religious groups and other organizations provide support for the implementation of SLTs, including through capacity-building and resource mobilization programs.
4) Visits and research
The participation of SLTs in local and national fairs, exhibits, and festivals has raised greater awareness of ICH. As a result, researchers, artists and ICH practitioners have visited SLTs and conducted research programs.
5) Possible satellite SLTs for wider community involvement
Cultural masters and leaders have recognized the importance and impact of SLTs in their communities. They have expressed the desire to establish satellite centers in neighbouring communities to widen the influence of SLTs as vectors to promote indigenous ICH knowledge, recognition and safeguarding.
The above demonstrate, in quantitative and qualitative terms, the positive effects of the SLTs on the viability of ICH for communities concerned.
|
| Transmission method |
The guiding concept of the SLT Program is safeguarding intangible cultural heritage by transmission through non-formal education. The following measures are adopted by the SLTs to support cultural communities and ICH safeguarding.
1) Identification and inventory of ICH elements
In each SLT, a Council of Elders and Leaders, composed of men and women from the local community, identifies ICH elements which need urgent safeguarding. The Council advises the SLT Local Coordinating Team (LCT) that includes a project coordinator, legal consultant, community consultant, and researcher, in developing mechanisms for integration of the identified ICH elements in the SLT teaching and learning processes. They conduct an inventory of ICH with the cultural masters.
2) Research and documentation
The LCT, together with the cultural masters, conducts research and documentation related to the ICH elements identified by the Council of Elders and Leaders. The LCT develops modules used in teaching and learning activities of the SLT. There are several learning guides highlighting usually three to six ICH elements in each SLT.
3) Transmission
The transfer of knowledge, skills, values and other essential aspects of ICH elements is conducted in learning sessions which vary per SLT. The LCT ensures that learning activities employ creative, participatory and evocative methodologies aligned with the learning system of indigenous communities — principally through learning-by-doing. During off-school periods, young learners are encouraged to serve as apprentices of cultural masters or actively observe how cultural masters work and live in day-to-day settings. Young learners are encouraged to demonstrate newly acquired knowledge, skills and creative expressions.
4) Promotion, Enhancement and Revitalization for sustainable development
Other SLT activities are geared toward awareness and enhancement of ICH elements through, among others, exhibits, fairs with interactive lectures and demonstrations, cultural festivals and information campaigns. The program builds upon a strong network and organizes annual assemblies, exchange programs and cross-learning visits among selected SLT sites for local coordinators to learn from each other and exchange good practices of safeguarding ICH.
Moreover, the SLTs have influenced educational agencies throughout the country. The Department of Education (DepEd) and the Commission on Higher Education (CHED) have strengthened their policies and programs on integration of local ICH elements in formal learning curricula, including through the “Indigenous Peoples Education” initiative and the “Alternative Learning System.” National educational agencies have encouraged teachers to learn from the experiences of SLTs in their respective jurisdictions.
All activities within the SLTs are designed for young learners to appreciate and gain holistic understanding of the life cycle of indigenous communities. They promote an integrative approach to learning and enhance the value of ICH, including the transfer of life-skills of cultural masters for livelihood-related activities. Importantly, indigenous knowledge that contributes to environmental conservation and sustainable development is a key aspect being promoted by SLTs.
|
| Type of UNESCO List |
Good Safeguarding Practices |
| Incribed year in UNESCO List |
2021 |
