Basic Education and Cultural Heritage: Prospects and Challenges

I. Introduction

It has already been argued that any development that is not entrenched and weaved through the local people’s consciousness, traditions, and values is bound to fail (Zerrudo, 2005). During the 1982 UNESCO World Conference on Cultural Policies, “development” was defined as a “complex, comprehensive and multidimensional process which extends beyond mere economic growth, to incorporate all dimensions of life and all the energies of a community, all of those whose members are called upon to make a contribution and expect to share in the benefits” (Sta. Maria, 2001 p.67). Thus, it is imperative to include the dimensions of culture and heritage when drafting policies on national development. This is where cultural heritage finds its significance.

Cultural Heritage has been defined as “all the beliefs, values, practices, and objects that give a place its own specific character (Zialcita, 2007, pg.1). With this, the importance of heritage conservation cannot be overstated. In sustaining the value, meaning and significance of cultural resources from the past, for the use of the present and inspiration of future generations (Zerrudo, 2008), development becomes sustainable as it directly spring from the people and is appropriate to the local communities. However, the process of cultural conservation is entwined with the issue of awareness. We cannot expect local communities to conserve something that they are not aware of. Therefore, the process of heritage conservation brings fort the importance of education.

RA 10066 also known as The National Cultural Heritage Act of 2009 mandates the Department of Education, in coordination with the National Commission on Culture and the Arts’ (NCCA) Philippine Cultural Education Progra...

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