Partnership
Connect, engage and partner with ILCA!
We invite you to join us at the Institute of Languages and Creative Arts (ILCA). We're all about bringing people together to learn and create in the areas of languages and arts. If you team up with us, you'll be joining a group that's all about top-notch learning and making art.
Joining ILCA means you're helping everyone access important skills in languages and arts, and you're supporting a world that loves culture and creativity. Let's work together to achieve great things in learning and creativity.
What lies ahead? Be part of our conversations...
At ILCA, we are deeply committed to enriching our community through diverse and impactful engagements and initiatives. We aim to foster a culture of collaboration, creativity, and lifelong learning that extends beyond the classroom and into the community.
Community Engagements:
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Educational Outreach: ILCA partners with local schools, community centers, and cultural organizations to provide workshops, seminars, and educational programs that promote language learning and artistic expression. These initiatives are designed to inspire and empower individuals of all ages and backgrounds.
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Public Performances and Exhibitions: Our students and faculty regularly showcase their talents through public performances, art exhibitions, and literary readings. These events provide a platform for creative expression and connect the community with the arts.
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Volunteer Programs: ILCA encourages students and staff to participate in volunteer opportunities that leverage their language and artistic skills to benefit the community. From teaching language classes to organizing art therapy sessions, our volunteers make a meaningful impact.
Initiatives:
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Cultural Festivals and Events: ILCA hosts and participates in cultural festivals celebrating diversity and fostering intercultural understanding. These events highlight the rich tapestry of languages and arts within our community and beyond.
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Community Art Projects: We initiate and support public art projects that engage community members in creating murals, installations, and performances. These projects aim to beautify public spaces and promote community pride and cohesion.
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Collaborative Research and Innovation: ILCA is involved in collaborative research projects that address community needs and contribute to language education and creative arts. Our initiatives often involve partnerships with local businesses, non-profits, and government agencies.
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Lifelong Learning Programs: We offer a range of courses and workshops aimed at adult learners, providing opportunities for personal and professional development in languages and the arts. These programs are designed to be accessible and relevant, encouraging continuous learning.
At ILCA, our community engagements and initiatives reflect our dedication to making a positive difference. By fostering collaboration and innovation, we strive to create a vibrant, inclusive community where language and the arts are celebrated and accessible. Join us in our mission to enrich lives and build a stronger, more connected community.
Implemented Extension Program
OUR VISION
Our vision is to align with the curriculum, emphasizing inclusivity and cultural sensitivity to empower the Bagobo-Tagabawa Indigenous People, and to adapt and enrich education according to the local community's needs.
OUR GOAL
The Pangandoy extension program is a partnership between USeP, Tagabawa Christian School, and the NCIP XI. It aims to transform communities and improve the lives of marginalized Bagobo-Tagabawa IPs in Astorga, Santa Cruz, Davao del Sur. The program promotes education, understanding of lived realities, and cultural preservation. It fosters hope, empowerment, and paves the way for a more inclusive future for the partner institution.
ABOUT THE COMMUNITY
The Tagabawa Christian School, established in 2006, stands as an innovative institution that provides quality and culturally relevant education to Bagobo-Tagabawa Indigenous youth. It aims to support displaced Bagobo-Tagabawa Indigenous children who have been affected by poverty and insurgency.
Datu Rey, a pastor and a former employee of DepEd, decided to establish the school as a way of serving his community after it became a refuge for extremist groups. His goal was to prevent Indigenous youths and minors from getting involved in the movement. Many of his students have been victims of violent extremism and recruitment.
Proposed Extension Programs
About the proposed program
The creation of this program is motivated by reports indicating that children left behind by migrant worker parents often face more challenges. However, the overall impact of family separation on these children has resulted in both positive and negative outcomes.
This suggests that despite being separated from their parents, these children have shown resilience. Even though they are vulnerable to the pain of family separation, they are taking steps to move forward in their lives.
The H.O.P.E Program aligns with the new Overseas Worker’s Welfare Administration (OWWA) program called the OFW Children’s Circle (OCC). This program aims to address the issues faced by children of overseas Filipino workers (OFWs) and focuses on five main areas: (1) creative arts workshop, (2) digital media, (3) health and wellness, and (4) sports and recreation.
In implementing this program, it is crucial to take into account the ways in which the migration of the parent(s) has affected the OCCs, both in terms of their development and in terms of any decline in their capabilities. Moreover, it is important to acknowledge that while a decrease in their abilities may make the OCCs more vulnerable, progress in their development can enhance their resilience. Successfully navigating the challenges of family separation can empower OCCs to fully reap the benefits of their parent's employment opportunities abroad.
About the proposed program
The SALAM Program will put the women and youth in the author’s chair and give them identity-building experiences working with university experts while taking them through the communication process, from idea to publication. By bringing youth writers and future leaders from the margins and utilizing innovative methods for sustainable development, the program will create one of the most vibrant networks of young Moros in the BARMM to promote the culture of peace. Since then, the youth in the region have faced many challenges related to their economic, political, and social integration into their societies. These young people hold much-unrealized potential for driving regional growth and transformation.
The ultimate goal of the SALAM Program is to support young Moros in the region in realizing their potential as social innovators, thought leaders, and peacebuilders in their respective communities and the region as a whole. The training program will give them the skills they need to create original, creative solutions to real-world problems and advance the 17 goals of the 2030 Agenda.
Finally, the program conforms to the priority programs of the Office of Member of Parliament NurRedha I. Misuari that will help address the challenges faced by the Bangsamoro youth and works in six (6) main areas: (1) literary workshop; (2) language and communication; (3) the art of Islamic leadership and governance; (4) digital media; (5) visual arts; and (6) publication of language, literary, and digital media outputs.
About the proposed program
The HOME Project will respond to better learning development. Muslim learners, with their respective Ustad, have a place to conduct their classes, a center where the environment is conducive for teachers and students. Since the center or classroom is inside a sacred place called the Masjid, it is preferable to renovate the existing building where the Ustad and students can properly hold their classes.
Through this project, the center must provide teaching and learning facilities for conducting madrasah sessions, such as tables and chairs, blackboards, chalk, erasers, instructional materials, books, and other reading materials.
Madrasah teachers must improve their teaching capabilities by allowing them to attend training and seminars as may be determined. These can be done quarterly or as needed.
The project supports the realization of the traditional madaris, who are considered the most important educational institutions since they are looked up to not only as schools of learning but also as symbols of Islam. Upholding the following standards and principles, among others: inclusive, culture-sensitive, and flexible enough to enable and allow Muslim learners to learn Islamic teachings and study Arabic. These will further building the institutional capacity of the Muslim community in managing the complexities of madrasah implementation, supporting the learners and Philippine curriculum at the school level, and formulating learning modules that are culturally relevant and responsive.
