Noel Buensuceso's presentation at the AUDRN Local Knowledge Youth Camp, April 10- 12, 2013, FB group page here - https://www.facebook.com/groups/audrnyouthcamp

1. INTEGRATING LOCAL KNOWLEDGE
IN
EDUCATION
by Noel R. Buensuceso

2. Outline of Presentation
Introduction
Framework: SWOT
Strategy Tool
Implementation
Results
Conclusion and Recommendations

3. Why is Local Knowledge or Indigenous
Knowledge important ?
―Indigenous knowledge is used at the local level by communities as the
basis for decisions pertaining to food security, human and animal health,
education, natural resources management, and other vital activities. IK
is a key element of the social capital of the poor and constitutes their
main asset in their efforts to gain control of their own lives. For these
reasons, the potential contribution of IK to locally managed, sustainable
and cost-effective survival strategies should be promoted in the
development process.‖ ( Gorjestani, 2000)
Indigenous knowledge is not confined to indigenous peoples alone—all
communities have developed their own body of knowledge over
generations. ( Ibid )

4. “Ang hindi marunong lumingon sa pinanggalingan ay hindi
makararating sa paroroonan.”
Sabi nga ni Dr. Jose P. Rizal

5. ― Ang hindi magmahal sa kanyang wika ay higit pa sa hayop at malansang
isda.‖ – Dr. Jose P. Rizal

6. Framework: SWOT

7. STRENGTH: TEACHERS’ EXPERTISE
―Teaching is the only profession that teaches all
other professions‖– author unknown

8. STRENGTH: HETEROGENEOUS STUDENTS

9. STRENGTH: ACADEMIC FREEDOM
The 1987 Philippine Constitution states that, "Academic
Freedom shall be enjoyed in all institutions of higher learning.‖

10. WEAKNESS: TECHNICAL COURSES AND
SUBJECTS
Business
Policy
Economics
Management

11. WEAKNESS: STANDARDIZED OR DEPARTMENTAL
EXAM

12. WEAKNESS: LACK LOCAL BOOKS AND
REFERENCES WITH LOCAL FLAVOR

13. OPPORTUNITY: LEARNING MANAGEMENT
SYSTEMS

14. OPPORTUNITY: SOCIAL MEDIA

15. OPPORTUNITY: MUTIPLE INTELLIGENCES

16. OPPORTUNITY: OPEN, DISTANCE , E-LEARNING

17. THREAT: ICT INFRASTRUCTURE

18. THREAT: CHANGE MANAGEMENT

19. THREAT: COSTS

20. PROFILE OF CLASSES:
Economics- 6 units for Entrep.and BA students
and 9 units for Accountancy students
6 sections, 174 students
College courses-Accountancy, BA, Entrep.
Year levels- 60 % 2nd year, 35 % 3rd year, 5 % 4th year
Age range - 16 to 20
Nationalities- mostly Filipinos with 4 foreigners
100% with mobile phones
100% with access to a computer ( laptop or desktop ) at
home

21. STRATEGY TOOL: BLOOM’S DIGITAL TAXONOMY

22. USE PICTURES OF LOCAL PLACES TO START A
CLASS DISCUSSION
Lesson: Exchange rates

23. POST PICTURES OF NATIONAL HEROES DURING
NATIONAL HOLIDAYS
Lesson: Holiday Economics

24. POST PICTURES THAT REFLECT FILIPINO VALUES

25. USE PAINTINGS OF NATIONAL ARTISTS AS
EXAMPLES
Lesson: Inelastic Supply

26. CASE STUDY: MANNY PACQUIAO EARNINGS AND
THE BEST PAID ATHLETES 2010-2011
Lesson: Labor Market

27. CASE STUDY: COMPETITION LAW, POLICY HOPE
TO CURB MONOPOLIES, CARTELS
Lesson: Monopoly and Oligopoly

28. USE LOCAL BRANDS AS EXAMPLES
Lesson: Gross Domestic Product

29. PHILIPPINE STREET FOOD
Lesson: Informal sector of the economy

30. USE GOVERNMENT WEBSITES: BANGKO SENTRAL
NG PILIPINAS
Lesson: Money and Barter
Pre-Hispanic Era
Trade among the early Filipinos and with traders from the neighboring islands was conducted
through barter. The inconvenience of barter later led to the use of some objects as medium of
exchange. Gold, which was plentiful in many parts of the islands, invariably found its way into
these objects that included the piloncitos, small bead-liked gold bits considered by the local
numismatists as the earliest coin of the ancient Filipinos, and gold barter rings.

31. FOLLOW / LIKE PAGES, BLOGS OF EXPERTS:
FROM AMBETH OCAMPO’S FB PAGE
Lesson: Corporations

32. CASE STUDY: USING ORIGINAL PILIPINO MUSIC
TO TEACH ECONOMICS
Objective: To reinforce students' understanding of basic microeconomic concepts
- Choose at least one microeconomic principle discussed in Eco-103 class.
- Find a corresponding Original Pilipino Music illustrating the same concept(s).
- Write a paper with at least 20 sentences summarizing the message of the
song, defining the economic concept (s) in student’s own words, and explaining
how the economic concept(s) is (are) illustrated in the song.
- Post the lyrics of the song ( with the composer's name ) and paper in FB
online group.

33. RESULTS:
Songs chosen: Tatsulok, Kayod Kabayo, Kayod Barya, Higante, Paraiso,
Karaniwang Tao, Bahay, Esem, Upuan, Masdan Mo ( Ang Kapaligiran )
Artists: Gloc 9, Francis M., Eraserheads ,Noel Cabangon, Juan Dela Cruz
Band, Asin, Brownman Revival, Apo Hiking Society, Apl de Ap, Ely Buendia,
Mike Hanopol, Yano, Parokya ni Edgar, Gary Granada, Joey Ayala,
Economic Concepts: Externalities ( pollution ), Unemployment, Inflation,
Inequality, Capitalism, Labor Market, Water-Diamond Paradox, Utility

34. RESULTS:
Reinforced learning ( validated their class performance )
(Re) discovered old songs
Time constraint on both the teacher and the student

35. CASE STUDY 2: PROJECT-BASED LEARNING
Objectives:
- To reflect on learning experience in Microeconomics
- To provide final evidence of project-based learning activity
Procedures:
- Create an Audio-Visual Presentation ( AVP )
- The AVP must be at least 3 minutes and no more than 5 minutes.
- The AVP must be a first person narrative told in student’s own voice.
- Use original photos, videos, drawings, or illustrations.

36. CASE STUDY 2: PROJECT-BASED LEARNING
- Use a music track to add emotional tone.The music must only be used as a
background. Any genre or type of music as long as it does not distract the viewer
from the message of the AVP. An Original Pilipino Music ( or OPM ) will be highly
appreciated.
- Upload AVP ( via link from YouTube ,Slideshare, or other means ) in online FB
group.

37. RESULTS:
More personal / Ownership of work
Multiple Intelligences- Acting, Photography, Singing, Drawing,
Animation,
Puppetry, etc.
Learned how to make a storyboard
Most used mobile phones ( smart phones ) for video
Improved communication skills
Lack technical skills in editing

38. CONCLUSIONS AND RECOMMENDATIONS:
Appreciate local culture
Sharing of culture within the class
Address Multiple Intelligences
Easier to understand technical terms
Appreciate economics
More Personal / Ownership
Better class performance ( grades )

39. CONCLUSIONS AND RECOMMENDATIONS:
Should be given and explained at the start of the semester
Collaborate with Communication Department re technical skills
Set parameters re choice of OPM songs ( 1970s and 1980s )
Experiment on cooperative learning OPM in Pilipino but analysis in
English
Issue: OPM for foreign students
Experiment on Filipino literature and Advertisements
Time Constraint

40. noel.buensuceso@gmail.com