The Applicability of the Curriculum and The Need for Employment for The Graduate Diploma in Cultural Education (Gdce): An Input for Program Enhancement

Abstract

Considering the challenges of 21st-century education, higher education institutions stand out as major players in coping with reforms. This is because they fulfill the trifold role of a university, which is to meet the needs of the university community in terms of instruction, research, and extension. The outcomes of this study were obtained through the use of a combination of mixed approaches, including the embedded research design. Although this was not their field of specialization, it appears that the teachers were busy writing culture-based teaching exemplars to guide their students' learning, organizing community members for culture shows, conducting research to document the indigenous peoples' knowledge, beliefs, and practices, organizing local culture shows, and writing localized teaching exemplars. Consequently, it was clear that as a result of the GDCE Program, the teachers were equipped to engage in beneficial activities aimed at promoting local culture and historical heritage. In order to meet the emerging needs of public-school teachers for continuing professional education, particularly in the promotion of IP Education, the NCCA and the Philippine Cultural Education Program (PCEP), as well as the Department of Education and the GDCE Program delivering HEIs, are seen as essential and vital components of the overall strategy to promote IP Education. The suggested program enhancement is therefore a necessary remedy if the quality of the enhanced GDCE program is to be maintained and even improved. The recognition of cultural diversity and intellectual property rights in the context of providing education based on their community intellectual property rights are undoubtedly crucial for the ongoing preservation and promotion of culture as expected in the enhancement program.