16th CONGRESS OF THE REPUBLIC 
) 
OF THE PHILIPPINES 
) 
Second Regular Session 
) 
SENATE 
Senate Bill No. 24"( 4 
, Introduced by SENATOR SONNY ANGARA 
AN ACT 
PROVIDING FOR THE MANDATORY STUDY OF BANGSAMORO HISTORY, 
CULTURE AND IDENTITY IN THE CURRICULA OF ALL LEVELS OF SCHOOLS IN 
THE COUNTRY 
EXPLANATORY NOTE 
The roots of the Christian-Muslim conflict in the Philippines can be traced to as early as 
the 16"' century. where Spanish colonizers were successful in using Christianity as a tool 
of conquest and reducing the once-proud Muslim group to a national minority. Some 
contend that this part of our history was where the seeds were planted for relentless 
biases against Muslim-Filipinos. 
Sadly, these biases; persist today. Mutual apprehension and insecurities among people' 
remain strong and ~alive and continue to erupt in armed conflict across Mindanao. As 
such, there has yet 10 be a complete period of healing and restoration. 
i 
According to the Asian Center for the Progress of the People (ACPP)', many efforts 
have been launch to bring about peace in Mindanao. However, conflicts are still 
persistent and remain barriers to lasting peace and economic development in the region. 
Peace roots from an understanding of the multi-cultural nature of Mindanaoans -
of 
Christians, Muslims and Lumads alike. Improving such understanding of each other's 
historical, social and cultural values lays the foundation for mutual respect and unity in 
Mindanao. 
In this way, education is crucial to the peace process in Mindanao. Such a grassroots 
approach is effectiv~ in instilling consciousness and understanding of the Muslim culture, 
, 
especially for the C~ristian majority of our country -
to possibly eradicate certain biases 
instilled in the minds of individuals. 
The 1987 Constitution stipulates that "[T)he State shall promote social justice in all 
phases of national 'development" and that "[T)he State shall give priority to education, 
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science and technology, arts, culture and sports to foster patriotism and nationalism, 
accelerate social progress, and promote total human liberation and development". 
Education is a very powerful tool in shaping minds and opinions of the youth It is an 
effective tool in building and promoting a culture of peace that recognizes the value of 
interdependence among cultures. 
This bill therefore mandates the inclusion of Bangsamoro history, culture and identity in 
the curricula of all levels of education and training in all schools in the country, starting in 
Mindanao. By including such subjects in the education system, further understanding is 
instilled in the minds of the youth at an early age. Such a curriculum ought to recall and 
highlight the positive relations among the Muslims, Christians, Lumads and other 
indigenous peoples in Mindanao, as well as their common origins and other points of 
commonality. It is our hope that through these efforts, long-lasting peace will be fully 
sought. 
We therefore earnestly seek support for and approval of this bill. 
S(ji%c'f.-1{JNGARA 


, . -' 
16th CONGRESS OF THE REPUBLIC ) 
OF THE PHILIPPINES 
) 
Second Regular Session 
) 
SENATE 
Senate Bill No. 2474 
Introduced by SENATOR SONNY ANGARA 
AN ACT 
'14 
NOV 27 P 6 :25 
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PROVIDING FOR THE MANDATORY STUDY OF BANGSAMORO HISTORY, 
CULTURE AND IDENTITY IN THE CURRICULA OF ALL LEVELS OF SCHOOLS IN 
THE COUNTRY 
, 
Be it enacted by the Senate and the House of Representatives of the Philippines 
in Congress assembled: 
1 
SECTION 1, Short Title, - This Act shall be known as the "Bangsamoro History, 
2 
Culture and Identity Studies Act" 
3 
4 
SECTION 2, Inclusion in Curricula, - The Department of Education (DepEd) and 
5 
the Commission on Higher Education (CHED) shall include the study and understanding 
6 
of Bangsamoro history, culture and identity in the curricula of all levels of education and 
7 
training in all schools in the country, starting in Mindanao, adapting the scope and 
8 
treatment of the subjects or courses to the respective educational levels, The DepEd 
9 
and CHED shall likewise initiate and maintain regular programs and special projects to 
10 
provide venues for information and discussion of Bangsamoro history, culture and 
11 
identity, including the utilization of informal education and other means to stress the 
12 
importance of respect therefor. 
13 
14 
The DepEd and CHED shall allow and authorize the teaching of Arabic language 
15 
as an elective course, 
16 
17 
SECTION 3, 
Key Content -
In the formulation and creation of courses or 
18 
subjects on Bangsamoro history, culture and identity to be included in the school 
19 
curricula or other educational or training programs to implement and carry out the 
20 
directives herein, including the writing, printing and publication of textbooks and other 
21 
reading materials relative thereto, the agencies concerned shall consult recognized 
22 
experts on Bangsamoro history, culture and identity as well as recognized resource 
23, persons on the Mindanao peace process and Muslim-Christian dialogue, and shall at all 
24 
times emphasize the following key points and areas: 
25 
26 
a, An understanding of the "Mindanao problem" and the "Bangsamoro problem" 
27 
as well as the roots of the conflict there and its impact on the rest of the country, with 
28 
appropriate attention to the history of the Muslims in the Philippines, 
29 
30 
b, The specific character of Mindanao as an island shared by the Muslims, 
31 
Christians and Lumads and thus the ideal of their equality, co-existence and unity, 
32 
including the peculiarities of the different Bangsamoro and Lumad ethno-linguistic 
33 
groups, 
34 
1 


• 
1 
c. The positive relations and remembrances in history among the Christian 
2 
settlers and their descendants, the Bangsamoros or Muslims, and the Lumad or 
3 
indigenous highlander tribes. 
4 
5 
d. The identification of the common origins of the peoples of Mindanao and of the 
6 
Philippines as well as other pOints of commonalities, including the positive presentation 
7 
of these peoples before the arrival of Islam and Christianity. 
8 
9 
e. The appreciation of the various cultures and ethnic identities. 
10 
11 
f. Support for the broader Mindanao peace process which address both the 
12 
structural roots of the Mindanao conflict and the deep social, cultural and religious 
13 
cleavages there, and which consists not only of peace negotiations with rebel groups 
14 
but also people-to-people peace processes such as promotion of Muslim-Christian 
15 
dialogue and a culture of peace. 
16 
17 
g. Fostering of the attitudes and values of peace an dialogue such as esteem, 
18 
respect, honestly, sincerity, patience, generosity, graciousness, sensitivity, trust, 
19 
prudence, and love. 
20 
21 
SECTION 4. Funds and Appropriations. - The amount as may be necessary for 
22 
the initial implementation of this Act shall be taken from the discretionary funds of the 
23 
Office of the President, the DepEd and the CHED and/or from the latter two agencies' 
24 
appropriations for policy formulation, program planning, standards development and 
25 
instructional materials development. 
Thereafter, such amounts such as may be 
26 
necessary for its continued implementation shall be included in the General 
27 
Appropriations Act. 
28' 
29 
SECTION 5. Repealing Clause. - Any provision of law or regulation inconsistent 
30 
herewith is hereby repealed, revoked or modified accordingly. 
31 
32 
SECTION 6. 
Separability Clause. -
If any provision of this Act is declared 
33 
unconstitutional or inoperative, the other provisions shall remain in force and effect. 
34 
35 
SECTION 7. 
Effectivity Clause. - This Act shall take effect immediately upon 
36 
approval. 
37 
38 
Approved, 
2