Republic of the Philippines
Congress of the Philippines
Metro Manila

' Sixteenth Congress
First Regular Session

HOUSE BILL NO. 4220

Introduced by: Honorable Teddy Brawner Baguilat

An Act Recognizing and Institutionalizing Indigenous Peoples’ Educational
Systems within the Philippine Educational Systems, Establishing the
Guidelines for the Accreditation, Management and Evaluation of IP
Schools, Appropriating the Necessary Government Funds, Financial
Assistance, Incentives and Support Therefor and for Other Purposes.

EXPLANATORY NOTE

The 1987 Constitution, the Philippine Education Act of 1982, as well as
United Nations Declaration on the Rights of Indigenous Peoples provide that the
State shall give priority to education, science and technology, arts, culture and
sports to foster patriotism and nationalism, accelerate social progress and
promote total human liberation and development; Pursuant thereto the State
shall promote the right of every individual to relevant quality education regardless
of sex, age, creed, socio-economic status, physical and mental conditions, racial
or ethnic origin, political or other affiliation. The State shall therefore promote
and maintain access to quality education as well as the enjoyment of the benefits
of education by all its citizens.

Furthermore, the State shall protect and promote the right of all citizens to
quality education at all levels and shall take appropriate steps to make such
education accessible to all; Accordingly, the State in conjunction with the
Indigenous peoples shall take effective measures in order for indigenous
individuals, particularly children, including those living outside their communities,
to have access, when possible, to an education in their own culture and provided
in their own language.

Also, the State shall establish, maintain and support a complete,
adequate, and integrated system of education relevant to the needs of the people
and society; Consequently, the State shall encourage, recognize and support

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Indigenous Peoples’ Education/Indigenous Peoples’ Leaming Systems, non-
formal, informal, as weil as self-learning, independent and out-of-school study
programs particularly those that respond to community needs;

Finally, the State shall recognize, respect, and protect the rights of
indigenous cultural communities/indigenous peoples to preserve and develop
their cultures, traditions, and institutions. It shall consider these rights in the
formulation-of national plans and policies.

Giving life to the State Policies, this Bill aims to establish IP-Centric
Educational systems and institutions by providing education in fellow IPs own
languages, in a manner appropriate to their cultural methods of teaching and
learning and by taking into account regional and sectoral needs and conditions.
Furthermore, the system shall respect and recognize the right of Indigenous
Peoples to revitalize, use develop and transmit to future generations their
histories, languages, oral traditions, philosophies, writing systems and literatures,
and to designate and retain their own names for communities, places and
persons

In addition to this, this Bill also aims to develop and implement, in cooperation
with IPs, education programs that consider their special needs, unique histories,
Indigenous Knowledge Systems and Practices, spirituality and value systems of
the Community.

Ultimately this Bill will create programs in the context of IP cultures, customs,
traditions, interests and beliefs that will help them not only participate in national
development but also to strengthen national unity.

For the following reasons, earnest approval of this Bill is sought.

Brawnér Baguilat
fative — Lone District of Ifugao


Republic of the Philippines
Congress of the Philippines
Metro Manila

Sixteenth Congress
First Regular Session

HOUSE BILL No,__4220

Introduced by: Honorable Teddy Brawner Baguilat

An Act Recognizing and Institutionalizing Indigenous Peoples’ Educational
Systems within the Philippine Educational Systems, Establishing the
Guidelines for the Accreditation, Management and Evaluation of IP
Schools, Appropriating the Necessary Government Funds, Financial
Assistance, Incentives and Support Therefor and for Other Purposes.

Be it enacted by the Senate and House of Representatives of the Philippines in
Congress assembled:

CHAPTER I : GENERAL PROVISIONS

Section 1: Short Title: This Act shall be known as the Indigenous Peoples
Education Systems Act of 2014 (IPED Systems Act of 2014),

Section 2 : Declaration of State Policies: In accordance with the Constitution of
the Republic of the Philippines, and pursuant to International Covenants, in force,
and which the Philippines has entered into, accepted and/or ratified:

(A) The State shall give priority to education, science and technology, arts,
culture and sports to foster patriotism and nationalism, accelerate social
progress and promote total human liberation and development; Pursuant
thereto the State shall promote the right of every individual to relevant quality
education regardless of sex, age, creed, socio-economic status, physical and
mental conditions, racial or ethnic origin, political or other affiliation. The
State shall therefore promote and maintain access to quality education as
well as the enjoyment of the benefits of education by alll its citizens.


(B) The State shall protect and promote the right of all citizens to quality
education at all levels and shall take appropriate steps to make such
education accessible to all; Accordingly, the State in conjunction with the
Indigenous peoples shall take effective measures in order for indigenous
individuals, particularly children, including those living outside their
communities, to have access, when possible, to an education in their own
culture and provided in their own language.

(C) The State shall establish, maintain and support a complete, adequate,
and integrated system of education relevant to the needs of the people and
society; Consequently, the State shall encourage, recognize and support
Indigenous Peoples' Education/Indigenous Peoples’ Learning Systems, non-
formal, informal, as well as self-learning, independent and out-of-school
study programs particularly those that respond to community needs;

(D) The State shall recognize, respect, and protect the rights of indigenous
cultural communities/indigenous peoples to preserve and develop their
cultures, traditions, and institutions. It shall consider these rights in the
formulation of national plans and policies. In view thereof,

(1) The State shall respect and recognize the right of Indigenous
peoples to establish and control their educational systems and
institutions providing education in their own languages, in a
manner appropriate to their cultural methods of teaching and
leaming

(2) The State shall take into account regional and sectoral needs and
conditions and shall encourage local planning in the
development of educational policies and programs

(3) The State shall respect and recognize the right of Indigenous
Peoples to revitalize, use develop and transmit to future
generations their histories, languages, oral _ traditions,
philosophies, writing systems and literatures, and to designate
and retain their own names for communities, places and persons

(4) The State shall ensure that education programmes and services for
indigenous peoples shall be developed and implemented in
cooperation with them and shall address their special needs,
incorporate their histories, Indigenous Knowledge Systems and
Practices, spirituality and value systems and will further their
social economic and cultural aspirations.

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(5) The State shall promote the right of the ICCs/IPs to develop
themselves within the context of their cultures, customs,
traditions, interests and beliefs and recognizes education as an
instrument for their maximum participation in national
development and in ensuring their involvement in achieving
national unity.

(E) The State recognizes the complimentary roles of public and private
institutions in the educational system and shall exercise reasonabie
supervision and regulation of all educational institutions

(F) The State shall establish and maintain a system of scholarship grants,
student loan programs, subsidies and other incentives which shall be
available to deserving students, especially the indigenous peoples and the
under privileged, in both public and private schools.

(G) The State-shall implement programs designed to address the physical,
intellectual, psycho social and cultural needs of learners which shall include
programs for the gifted and talented, learners with disabilities, madrasa
program; indigenous peoples education program, programs for learners
under difficult circumstances. Specifically for Indigenous Peoples, the State
shall support programs that support education initiatives undertaken through
formal, non-formal and informal modalities with emphasis in any of, but not
limited to the key areas of: Indigenous Knowledge Systems and Practices,
Community. History; Indigenous languages, Indigenous Learning Systems
and Community Life Cycle Based Curriculum and Assessment; Education
Goals, Aspirations, and Competencies specific to the Indigenous Cultural
Community; Engagement of Elders and other community members in the
teaching-learning process; assessment, and management of the initiative,
recognition and continuing practice of the community indigenous learning
system; and the rights and responsibilities of ICCs.

Section 3 : Objectives: The Objectives of the IPED Systems Act of 2014 are:

A) To recognize and institutionalize the various existing IP Education
Systems as part of the National Educational System, thereby realizing a
Philippine Educational System that is truly inclusive and respective of the
diversity of learners.

B) To set up, sustain and support IP Schools where the curriculum is based
on culture, history and situation of indigenous peoples, where formation of
leamers is geared at the acquisition of competencies needed to adapt and

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participate within the larger society, where methods of teaching adhere to
IP ways of knowledge management including, but not limited to thematic
instead of subject based teaching framework; holistic and integrated
instead of segregated teaching style, and finally where communities
directly manage and provide direction to all school activities, with the
elders having a primary role and responsibility for transferring knowledge,
and where learning occurs in the context of the everyday living and
environment.

C) To provide Indigenous peoples with access to basic education that is
rooted in the IP’s history and culture, is community driven, deeply values
creation, strengthens formation towards self-reliance and assertion of
human rights, competence in defending and developing the ancestral
domains, and equips the indigenous person with the capacity/competence
to actively participate in mainstream society, be a productive and versatile
citizen in the general pursuit of improving the quality of human life.

D) Through a system of education planning, to institutionalize a kind of
education for IPs that removes all barriers to their meaningful participation
in all spheres of society and enables indigenous peoples to respond
effectively to changing needs and conditions in society, exercise their
rights and duties as Filipino citizens.

CHAPTER II : DEFINITION OF TERMS

Section 4: Definition of Terms: For purposes of the Act, the following terms
‘shall mean

(A) Ancestral Domains- refer to all areas generally belonging to the
Indigenous Cultural Communities/ Indigenous Peoples (ICCs/IPs) comprising
lands, inland waters, coastal areas, and natural resources therein, held
under a claim of ownership, occupied or possessed by ICCs/IPs, by
themselves or through their ancestors, communally or individually since time
immemorial, continuously to the present except when interrupted by war,
force majeure, or displacement by force, deceit, stealth, or as a
consequence of government projects or any other voluntary dealings entered
into by the government and private individuals/corporations, and which are
necessary to ensure their economic, social and cultural welfare. It shall


include ancestral lands, forests, pasture, residential, agricultural and other
lands, individually owned whether alienable and disposable or otherwise,
hunting grounds, burial grounds, worship areas, bodies of water, mineral and
other natural resources, and lands which may no longer be exclusively
occupied by ICCs/IPs but from which they traditionally had access to for their
subsistence and traditional activities, particularly the home ranges of
ICCs/IPs who are still nomadic and/or shifting cultivators.

(B) Ancestral Lands ~ refer to lands occupied, possessed and utilized by
individuals, families and clans who are members of the ICCs/IPs since time
immemorial, by themselves or through their predecessors-in-interest, under
claims of individual or traditional group ownership, continuously, to the
present except when interrupted by war, force majeure, or displacement by
force, deceit, stealth, or as a consequence of government projects and other
voluntary dealings entered into by government and private
individuals/corporations including but not limited to, residential lots, rice
terraces or paddies, private forests, swidden farms and tree lots.

(C) Community Intellectual Rights - refer to the rights of ICCs/IPs to own,
control, develop, protect (a) the past, present and future manifestations of
cultures such as but not limited to, archeological and historical sites,
artifacts, designs, ceremonies, technologies, visual and performing arts and
literature as well as religious and spiritual properties; (b) science and
technol including but not limited to human and other genetic resources,
seeds, medicine, health practices, resource management systems,
agricultural technologies, knowledge of properties of fauna and flora, oral
traditions, designs, scientific discoveries, and (c) language, script, histories,
oral traditions and teaching and learning systems.

(D) Culture - the way of life, mores, traditions, customs of a community
including ‘its following dimensions: physical (sacred grounds, cultural sites,
ceremonies, ceremonial objects), societal- (traditions, institutions, justice
systems, peace building processes, educational systems and language) and
technological- (Indigenous Knowledge Systems and Practices and
Spirituality, IKSPS, Genetic resources, literature, design, technologies,
sciences) and customary laws which are explicit or implicit rules of conduct
of members of society that are generally recognized and accepted for which
negative or positive sanctions exists;

(E) Culture bearers - IP elders, spiritual leaders, and all other indigenous
peoples who live out, witness, exemplify and facilitate the learning of


Indigenous Knowledge Systems, Practices and Spirituality (IKSPS) and who
are the repositories of their people's history, practices, beliefs and
knowledge systems.as taught to them by their own elders.

(F)
(G) Culture Sensitive — refers to the quality of being compatible and

appropriate to the culture, beliefs, customs and traditions, indigenous
systems and practices of the ICCs/IPs.

(H) Customary Laws - refer to a body of written or unwritten rules, usages,
customs, and practices traditionally and continually recognized, accepted,
and observed by respective ICCs/IPs.

(I) Customs and Practices — refer to norms of conduct and patterns of
relationships or usages of a community over time accepted and recognized
as binding on all members.

(J) Free and Prior Informed Consent - as used in this Act shall mean the
consensus of all members of the ICCs/IPs to be determined in accordance
with their respective customary laws and practices, free from any external
manipulation, interference and coercion, and obtained after fully disclosing
the intent and scope of the activity, in a language and process
understandable to the community.

(K) Heritage - Shall mean, anything possessed as a result of ones natural
situation or birth.

(L) History shall mean a chronological record of significant events and life
stories often including an explanation of their causes, woven into the
indigenous peoples’ community life and into the bigger story of a nation and
the world,

(M) Indigenous Cultural Communities/ indigenous Peoples (ICCS/IPs) — refer
to a group of people or homogenous societies identified by self-ascription
and ascription by others, who have continuously lived as organized
community on communally bounded and defined territory, and who have
under claims of ownership since time immemorial, occupied, possessed and
utilized such territories sharing common bonds of language, customs,
traditions and other distinctive cultural traits, and who have, through
resistance to political, social and cultural inroads of colonization, non-
indigenous religions and cultures, became historically differentiated from the
majority of Filipinos. ICCs/Ps shall likewise include peoples who are

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regarded as indigenous on account of their descent from the populations
which inhabited the country, at the time of conquest or colonization, or at the
time of inroads of non-indigenous religions and cultures, or the establishment
of the present state boundaries, who retain some or all of their own social,
economic, cultural and political institutions, but who may have been
displaced from their traditional domains or who may have resettled outside
their ancestral domains.

(N) Indigenous Peoples Education Curriculum (IPED Curriculum) — the
appropriate basic education pedagogy, content and assessment, which are
founded upon the indigenous peoples’ ancestral domains, culture and
spirituality, and which enables the best possible interface of learning areas,
leaming resources, environment and processes meant to facilitate their
acquisition of IKSPS and universal competencies for meaningful participation
in national building and all spheres of life. Indigenous Knowledge, Systems
and Practices (IKSPs) — refers to systems, institutions, mechanisms, and
technologies comprising a unique body of knowledge evolved through time
that embody patterns of relationships between and among peoples and
between peoples, the lands and resource environment, including such
spheres of relationships which may include social, political, cultural,
economic and religious spheres and which are the direct outcome of the
indigenous peoples’ responses to certain needs consisting of adaptive
mechanisms which have allowed indigenous peoples to survive and thrive
within their given socio-cultural and biophysical conditions. It can also refer
to the system of knowledge generation, storage, transmission and evaluation
being kept alive by indigenous peoples in different parts of the world

(©) Indigenous Peoples’ Education Systems (IPED)- are systems of
knowledge generation, storage, transmission and evaluation, which are
rooted in the indigenous peoples’ history and culture, heritage and
spirituality, and which since time immemorial have been passed down from
generation to generation, within the integral context of the indigenous
peoples’ community life, their ancestral domains and their distinctive
identities as peoples, to enable the indigenous person to realize the fullness
of his/her dignity and to have adequate competencies to confront and
respond to various situations in life including, but not limited to interaction
and relationship with societies other than themselves, and ultimately to have
the wisdom to discern what is life-giving to live accordingly and contribute to
national development, social justice, transformation and well being.

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(P) Indigenous Peoples’ Schools (IP Schools)- are learning institutions or
educational institutions that believe, adhere, practice and nurture Indigenous
Peoples Education Systems.

(Q) Indigenous Political Structures - refer to organizational and cultural
leadership systems, institutions, relationships, patterns and processes for
decision making and participation identified by the ICCs/IPs such as but not
limited to Council of Elders, Council of Timuays, Bodong Holders, or any
other tribunal or body of similar nature.

(R) Indigenous Socio Cultural institutions -these includes the intellectual,
spiritual and social dimensions in the culture that are interlinked and
practiced as one integral system. The intellectual dimension pertains to the
promotion of important values for the common good and the transmission of
accumulated knowledge to the younger generation; the spiritual dimension
relates to the practice of rituals, beliefs, and other cultural activities which are
expressions of recognition and respect for their ancestors and the
environment; the social dimension refers to traditional practices, values and
principles that are important to the 1P community for their collective survival
(eg. Principle of collective work, cooperation, and mutual assistance among
community members—that enables them to be more resilient as they
collectively address their issues and define their coping mechanisms.

(S) Natural Resources ~ refer to life support systems such as, but not limited
to the sea, coral reefs, soil, lakes, rivers, streams and forests as well as
useful products found therein such as minerals, wildlife, trees and other
plants, including the aesthetic attributes of scenic sites that are not man-
made.

(T) Non-Government Organizations (NGOs) - refers to a private, non-profit
voluntary organization that has been organized primarily for the delivery of
various services to the ICCs/IPs and has an established track record for
effectiveness and acceptability in the community where it serves.

(U) Peoples’ Organizations (POs) - refers to a private non-profit voluntary
organization of members of an ICC/IP community which is accepted as
representative of such ICCs/IPs.

(V) Private Schools - are educational institutions maintained and
administered by private individuals of groups.

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(W) Public Schools - are educational institutions established and
administered by the government.

(X) Schools - are duly established institutions of learning or educational
institutions.

(Y) Spirituality — shall refer to indigenous peoples’ expressions and practices
relating to their respect, relationship and responsibilities towards their
Creator, ancestral domain and community that nurtures, protect and promote
life.

(2) Sustainable Traditional Resource Rights —~ refer to the rights of ICCs/IPs
to sustainably use, manage, protect and conserve (a) land, air water and
minerals, (b) plants, animals and other organisms, (c) collecting, fishing and
hunting grounds, (d) sacred sites, and (e) other areas of economic,
ceremonial, and aesthetic value in accordance with their indigenous
knowledge, beliefs, systems and practices (IKSPs).

CHAPTER II]: IP EDUCATION SYSTEMS
CONCEPTUAL AND POLICY FRAMEWORK

Section 5: Basic Policy: Consistent with the constitutional mandate for the
State to provide quality education for all, it shall be the policy of all state agencies
concemed with education to recognize, maintain, and protect Indigenous
Peoples Education Systems; to support its further development and
implementation in consultation with and in cooperation with Indigenous Peoples
concemed in order to address and incorporate their special needs, histories,
identities, languages, knowledge, integrity of their culture, as well as social,
economic, political and cultural aspirations and priorities; which will promote the
rights and welfare of ICCs/IPs; and which will equip them with the knowledge and
skills needed to face various realities and challenges.

Section 6: Concept of Indigenous Peoples’ Education Systems (IPED
Systems): Indigenous Peoples’ Education Systems (IPED Systems) are systems
of knowledge generation, storage, transmission and evaluation, which is rooted
in the indigenous peoples’ history, culture, heritage and spirituality, and which
since time immemorial had been handed down from generation to generation
within the integral context of the indigenous peoples’ community life, their

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ancestral domains/ territories, and their distinctive identity as peoples , to enable
the indigenous person to realize the fullness of his/her dignity as person, fulfill
his/her roles as a member of the indigenous communities , to have adequate
competencies to confront and respond to various situations in life including but
not limited to interaction and relationships with societies other than theirs, and to
ultimately have the wisdom to discern what is life-giving and to live accordingly

Section 7 : Declaration of Objectives: Indigenous Peoples Education Systems
aims to:

(A) To serve the interest and well-being of indigenous communities: Through
a system of education planning and evaluation and in the peculiar milieu of
their own societies, to assist each individual to attain his/her potentials as
human being, enhance the range and quality of individual and group
participation in the basic functions of society and acquire the necessary
competencies for the individual and collective development, respond
effectively to changing needs and conditions.

(B) To maintain the integrity of indigenous cultures: To nurture and instill
among indigenous learners competencies and learning processes both from
their system and the mainstream to enable them to assert their rights and
self-determination.

(C) To foster respect for indigenous identity: The formation of indigenous
peoples who are rooted in their ancestral domains, their culture, indigenous
knowledge systems and practices, spirituality, with a clear sense of identity,
and who are committed to meeting the challenges and issues that face the
community/tribe, can assert self-determination and are conscious of their
responsibilities to their heritage and the coming generations.

(D) To promote and protect indigenous ways of knowing, learning and
thinking: including but not limited to integrative and associative thinking;
creation, ancestral domains, dreams and ancestors as teachers; leaming by
doing and experiencing; hamessing inner senses; practicing multiple forms
of storing and expressing knowledge; recognizing orality or the oral
dynamics of storing; passing on knowledge and wisdom; and giving space
for the intuitive knowledge such as, but not limited to, weaving for math and
crafts for the sciences.

Section 8: Integral Components of IPED Systems: the following are the
integral components of IP Education Systems:

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(A) The Philosophy, Foundational Principles, Values and Characteristic of
IPED System rests upon the belief that Indigenous culture, history, heritage
and spirituality are the foundation of which an integrated sense of self and
identity is built. Mainstream competencies, learning processes and
worldview are learned to enable the indigenous peoples to engage in
contemporary times.

(B) Teaching and Learning Processes in the IPED System include the
following:

(1) IP Learners: In the IP Education Systems iP learners are formed in
the ways of the ancestors and in competencies, which will enable
them to interact with contemporary mainstream society

(2) IP Education Teachers: Are learning facilitators, the core of who
comprise the elders in the community. The IPED Teacher is one
who is capable of appreciating and discerning the IP perspective,
has a deep understanding of the ancestral domains and culture,
the learners under her/his care, the leaners’ families and their
community.

(3) IPED Instructional set up: The use of the indigenous peoples own
language as the medium of instruction, teaching and learning
processes in imparting knowledge and information are a
conditions sine qua non in the IP Education process. The school
calendar and activities follow the pattern of community life.
Knowledge products and tools are generally derived from the
environment and are based on IP learning systems. School
structures follow indigenous architecture, orientation and
preferences.

(C) IPED Curriculum and Evaluation process:

(1) IPED Curriculum is thematic and modular is based on indigenous
knowledge systems and practices, it mirrors the IP life—including
present realities, culture, history, heritage and spirituality. It is
developed with the community taking a pro-active and central
role. It enables the learner to acquire both indigenous and
mainstream competencies, learning processes and worldviews
with the end goal of enabling the leaner to have the wisdom to
discern what is life-giving and to live accordingly

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(2) Evaluation process: The IP community will have a central role in
testing and evaluation processes. These processes will adhere
to the IP’s system of evaluation without dismissing the
usefulness and benefits from recent tools and methods as
appropriate in different situations.

(D) School Management: IP communities as the primary owners shall have
contro! and active participation in the management of IP schools, without
prejudice to the support as may be requested from public and private partner
individuals or institutions. Transparency and accountability to the community
is the foremost attribute of the school management system.

CHAPTER IV : IP EDUCATION COMMUNITY

Section 9: Definition and Coverage: The IP Education Community refer to
those persons, groups of persons as such, or associated in institutions involved
in organized teaching and learning processes. The IP Education Community
include the IP Community, the Elders in the community, Parents or Guardians of
IP learners, the IP learners, IPED teachers, and school personnel including
school administrators, teaching staff, non-teaching personnel, the IP School
Accreditation Body and the IPED Council.

Section 10: Basic Policy: IP education is a collective responsibility of the
community where an IP education program is being implemented.

(A) Community ownership of an IP education program ensures that it is the
kind of education that is truly culture based, culture-responsive and culturally
sensitive. Community management of IP schools is a concrete exercise of
the right of IPs to self-determination.

(B) Learning is a community process. Decisions on what and how to learn
rests on the community members in that way learning is directly related to
the people's aspirations.

(C) IP community life is defined by relationships. Indigenous education
strengthens the processes that build these relationships. It strengthens and
enhances the relationship of the older generations (elders/ parents/
ascendants) and the younger generation. The IP School serves as a venue
to strengthen unity among community members.

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Section 11: The Indigenous Peoples’ Community: - The Indigenous Peoples’
Community comprises all communities located within the territorial bounds of an
Ancestral Domain. It may also refer to established IP communities in civil
reservations, resettlement areas or other places where Indigenous peoples have
migrated. The IP Community shall have the following rights and responsibilities:

(A) All aspects in the management of an IP Education Program, including
curriculum, privilege the voices of the community where an IPED program is
being implemented

(B) The right to negotiate with others in all matters pertaining to IP education
rests with the community through their own decision making processes and
consensus building mechanisms, to ensure that the expected outcomes of
the IP Education will truly respond to their collective aspirations.

(C) The IP community shall accept the responsibility for educating the whole
community not just the learners. This means readiness to utilize and
develop resources available to help meet education needs including human.
and material resources, organizations and institutions at all levels.

Section 12 The Elders as Culture Bearers in the Community — The elders as
culture bearers in the community ensure the integrity of their cultural heritage,
they are key in ensuring the continuity of the IP way of life. They form the core of
IPED teachers. Elders in the community include Leadership structures that keep
the indigenous community intact and functional and are recognized and
respected as such by the community. The Elders as culture bearers have the
following powers and roles in relation to IP Education System:

(A) Elders as active knowledge managers in the teaching and learning
process: - Elders are the acknowledged repositories of their people's history,
practices, beliefs, and knowledge systems having faithfully and truthfully
practiced these as taught them by their own elders. In the education
process, the elders, culture bearers shall not only provide and validate
information but also facilitate learning.

(B) They shall be actively involved in whole cycle of IPED curriculum
development, from conceptualization and implementation, to monitoring,
evaluation and revision.

Section 13 The Parents or Guardians: - Parents or guardians are the biological
parents, or any other person, head of the institution, which has custody over an

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IP leamer. Parents shall have the following rights and responsibilities in relation
to the IPED SystenvProgram.

(A) Parents or Guardians have the right, both by themselves and as a
member of the IP community, to participate in the planning and
implementation of the total school program.

(B) Parents or Guardians have a right to any official record directly relating to
the children/minors who are under their parental responsibility.

(C) Parents or Guardians have the responsibility to uphold the IP education
system and processes, and to promote the vision-mission of the IP School.

(D)

Section 14 The IP Leamers or students - are members of an indigenous
peoples’ community who accepts and participates in indigenous ways of
knowing, learning and thinking. Indigenous Leamers shall have the following
rights and duties:

(A) Participate in learning activities and receive basic education, which
enable him/her to acquire both indigenous and mainstream competencies,
learning process, and worldviews that will enable him/her to actively
participate in society and be a productive and versatile citizen in the general
pursuit of improving the quality of human life.

(B) The right to free expression of opinions, suggestions, and to effective
channels of communication with appropriate academic and administrative
bodies of the school or institution.

(C) The right to guidance and counseling, access his own school records, to
be issued official certificates, diplomas, grade, transfer credentials and other
similar documents upon request.

(D) The right to be freé from involuntary contributions except those imposed
by their own community.

(E) The duty to exert his utmost to develop his/her potentials for service,
exercise his rights responsibly in the knowledge that he/she shall be
answerable for any infringement or violation of the public welfare and the
rights of others.

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(F) Participate actively in the promotion of the general welfare, particularly in
the social, economic and cultural development of his/her community, their
ancestral domains, in the attainment of a just and orderly society.

(G) Promote and maintain peace and tranquility of the school/community by
observing rules of discipline and by exerting efforts to attain harmonious
relationships with his/her fellow learners, the teachers and other school
personnel.

Section 15 IPED Teachers/ Learning Facilitators — IPED Teachers/Learning
Facilitators are, who may be IPs themselves or non-IPs who facilitates the
transmission of knowledge, values and skills through indigenous leaming
processes. It shall be duty and responsibility of IPED Teachers/Learning
Facilitators to:

(A) Zealously endeavor to understand and appreciate the IP perspective and
aspirations, values and beliefs, worldview, ancestral domains, culture, the
learners under their care the learners’ families and communities. To help
teachers imbibe, understand and appreciate IKSPS, It shall be mandatory for
teachers in IP Schools to participate in community immersions at ieast once
every school year. Such immersion programs shali be developed,
implemented and evaluated in coordination with the elders and leaders of the
community.

(B) Nurture the capacity of IP learners to learn from their own experiences
(including dreams), from creation and from the community and ancestral
domains

(C) Participate meaningfully in community life, in a manner that is
appropriate, sensitive to and respectful of community processes.

(D) Perform his/her duties to the school by discharging his/her
responsibilities in accordance with the philosophy, goals and objectives of
the IP School.

(E) Participate as an agent of constructive social, economic, moral,
intellectual, cultural and political change in the school and in the community
within the context of the community's own values and priorities for
development.

(F) Render reports and to prepare scholastic ratings when appropriate.

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Section 16 Other IP School Personnel: Other School Personnel are all other
non-academic staff needed for effectively running an IP School. All IP School
Personnel shall:

(A) Zealously endeavor to understand and appreciate the IP perspective,
values and beliefs, ancestral domains, culture, the leamers under their care
the learners’ families and communities.

(B) They shall perform their duties and responsibilities in accordance with the
philosophy, goals and objectives of the IP School/ the community where it is
established.

Section 17 The School Administrator- together with the community concerned,
the school administrator shall ensure the efficient and effective administration
and management of the IP School. The School Administrator shall assume and
maintain professional behavior in his work, in dealing with leamers, elders,
teachers, academic and non-academic staff, parents and guardians of the
learners.

Section 18 IP School Regional Accreditation Body: - The IP School
Accreditation Body shall be composed of at least 3 IP elders where the school
shall be located, a regional DepEd representative, a representative from DepEd
National Office- Indigenous Peoples Education Office (IPsEO), and a member of
the IPED Council . Accreditation bodies shall enforce a permitting system for IP
Schools in the Region, and upon its judicious determination and assessment of
the requirements submitted by the applicant shall issue to the applicant school
the authorization to operate.

Section 19 The IPED Council: - The IPED Council, which shall be established
within the Department of Education, will be the primary body that will oversee,
control, manage and supervise all IP Schools. The IPED Council shall formulate
a Recognition System for IP Schools, shall formulate appropriate policies, rules
and regulations governing teaching and learning processes, curriculum,
evaluation and management of IP Schools, shall deliberate, adopt and implement
the National IP ED Program of the Department of Education. It shall be
composed of the DepEd Secretary or his duly appointed representative, one IP
representative from each of the 7 ethnographic regions, one IP representative
from an IPED School for each of the Islands of Luzon, Visayas (including Panay,
Negros, Palawan, Rombion and Mindoro), and Mindanao, the Director of the

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Office of Education Culture and Health of the National Commission on
Indigenous Peoples, and three (3) representative of the Civil Society Groups
engaged in IP Education.

CHAPTER V: INDIGENOUS, PEOPLES’
EDUCATION CURRICULUM FRAMEWORK

Section 20 Definition: IPED Curriculum is the appropriate basic education
pedagogy, content and assessment, which integrates the indigenous peoples’
IKSPs in all learning areas and processes, and provides adequate and culturally
appropriate learning resources and environment.

Section 21 : Aims of IPED Curriculum: The IP Education Curriculum promotes
and deepens the valuing of the ancestral domains as wellspring of life and
knowledge, and enables learners to perform their sacred calling as nurturers of
creation. The Indigenous Education Curriculum likewise:

(A) Strengthens the capability of learners to face the threats against the
ancestral domains,

(B) Recognizes as pillar, the wisdom of the elders and leaders of the
concerned indigenous community.

(C) Distills the indigenous culture through continuing research, reflections
and decision —making together with the elders and the community.

(D) Recognizes all community members as facilitators of learning and all
events as leading to leaming moments.

Section 22 Features of the IPED Curriculum: The IPED Curriculum shall have
the following features:

(A) Is rooted in the ancestral domain and its indigenous cultural institutions,
The IPED curriculum must view the ancestral domain as its central focus so
that this legacy and the IP culture as a whole will continue to survive and be
sustained.

(B) Embodies the sacredness of transmitting IKSPs—which underscores
spirituality that is imbedded in all aspects of IP life.

(C) Revitalizes, regenerates, strengthens and enriches IKSPs, indigenous
learning systems and indigenous language. Indigenous language (and in

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some cases, the system of writing) shall be used as the language of learning
first before the regional lingua franca. Consequently, instructional materials
shall be written in the indigenous language and the content shall be on the
community's culture, history, beliefs and practices.

(D) Affirms and strengthens IP identity. The content, strategies and
methodology shall focus on the community values cherished and practiced
for generations.

(E) Focuses on cultural competencies and other types and forms of
knowledge, concepts, and skills attuned with the needed life-long learning
values and competencies for the development and protection of ancestral
domains, their culture and the advancement of IP rights and welfare. The
curriculum shall enable the IP learner to actively engage in shaping the
community's future without losing track of their identity and culturai heritage.

(F) Allows the whole community to discern new concepts that will contribute
to the community's integrity while building new relations with the broader
society. Curriculum review and revision that incorporates new knowledge,
approaches and methodology shall be the concern of everyone in the
community.

(G) Uses instructional materials and resources that are culture-based and
culture-sensitive, this is ensured through the participation of the whole
community in curriculum development.

(H) Utilizes the whole ancestral domains as a learning space. Classes shall
not be limited to physical structures as rooms but in the IPs’ natural
environment.

Section 23 Curriculum development, review, revision and validation: The
dynamic process of curriculum development, review, revision and validation shall
be based on systematic and sustained consultations with IP communities,
provided that customary processes and practices of giving Free, Prior and
Informed Consent (FPIC) shall strictly be observed when other
institutions/personalities outside the IP community are involved. Provided further,
that the process shall be well conceptualized and planned taking into
consideration the community's flow of life and cultural values and practices.

Section 24 Role of IP Communities in Curriculum Development- IP
communities shall be actively engaged in all aspects of management,
implementation, monitoring and evaluation of the IPED curriculum to ensure that

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it appropriately integrates the special needs, histories, identities, language,
indigenous knowledge, systems and practices, and other aspects of the IPs’
culture, as well as their social, economic and cultural priorities and aspirations.

Section 25 Role of other institutions: The implementation of an IPED
curriculum shall benefit from the support of other institutions and civil society
organizations. These organizations may participate in any aspect of the
curriculum development process, provided that their participation is with the Free
and Prior informed Consent of the IP community concerned, provided further that
the support to be provided must be based on community aspirations and shall be
in accordance with the community processes and framework, shall be non-
prescriptive; and provided finally that partnerships and linkages shall undergo a
consultative participatory process the mechanisms of which shall be anchored on
IP values and practices.

Section 26 Assessment and Evaluation: Assessment shall measure IKSPs
competencies and appropriate forms of knowledge, concepts and skills. The
Assessment process including methods and tools shall be culture-based,
anchored on IP community values, and appropriate to the competencies being
measured, Knowledge application is key in measuring learning that has taken
place. This is consistent with the IP view that learning happens anywhere,
anytime and is designed to protect and nurture their culture, accordingly,
assessment shall:

(A) Be viewed as part of the IP’s living culture.

(B) Curriculum implementers shall apply the community's assessment
methods and systems of measuring competencies and values learned using
its accepted set of standards or levels.

(C) The design of the assessment tools shall address the needs and
concerns of the community and must be done with the active participation of
the IP Community.

Section 27: School Calendar: Cultural and traditional practices of the
indigenous community shall be taken into consideration in determining the school
calendar. Provided however, that the required number of calendar days of a
school year must be adhered to.

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CHAPTER VI: ESTABLISHMENT AND
ACCREDITATION, RECOGNITION OF AND
SUPPORT FOR INDIGENOUS PEOPLES SCHOOLS
(IP SCHOOLS)

Section 28 : Definition: Indigenous Peoples Schools (IP Schools) are learning
institutions or educational institutions that believe, adhere, practice and nurture
Indigenous Peoples’ Education Systems. These may be private or public
schools. Private IP Schools are educational institutions established and
administered by private individuals or groups while Public IP Schools are
established and administered by the government.

Section 29 : Establishment of IP Schools: IP Schools may be established by
either private institutions or government through any of its agencies or
instrumentalities provided that the establishment of the school in an ancestral
domain or IP community shall be with the free and prior informed consent of the
IP community concemed.

Section 30: Ownership of IP Schools: - Indigenous Peoples in ancestral
domains where the school is located shall be the primary owners of IP Schools,
provided that.indigenous Peoples may allow and seek support from public and
private institutions such as religious groups and mission boards and foundations.

Section 31 Accreditation and Permit to Operate: Accreditation bodies for IP
schools shall be created in all the ethnographic regions established under the
Indigenous Peoples’ Rights Act, including: Cordillera Administrative Region and
Region 1, Region 2, The Rest of Luzon, Island Groups, Eastern and Southern
Mindanao, Central Mindanao and Northern and Western Mindanao.
Accreditation bodies for IP Schools shall be composed of at least 3 IP elders
where the school shall be located, a regional DepEd representative, a
representative from DepEd National Office-IPsEO, and a member of the IPED
Committee. Accreditation bodies shall enforce a permitting system for IP
schools, and upon its judicious determination and assessment of the
requirements submitted by the applicant shall issue to the applicant school the
authorization to operate.

Section 32 Requirements for Accreditation: All applications for accreditation of
IP Schools shall be submitted to the appropriate accreditation body for the


ethnographic region where the school is established (if already operating) or
where it is to be established. The Applicant shall submit the following:

(A) The written free and prior informed consent of the community/Resolution
where the school is to be/ is established, coursed through their existing,
recognized Indigenous Political Structure/Leadership, including the minutes
of the consultations conducted pertinent to the FPIC process of the
concerned IP community.

(B) A written undertaking that the IP School will operationalize the IPED
System with all its integrated components, (Philosophy, Teaching and
Learning Processes, Curriculum, Assessment and Management)

(C) Copy of the IPED Program that the school is intending to implement, or
implementing, if the school already exists.

(D) The internal organization of the school and its manual of operations,
which shall include, among others, the manner of settling any disputes,
which may occur involving its personnel and staff and/or the IP Community,
concerned.

Section 33: Transitory Provision for Accreditation: In the interim that the
Permitting System for IP Schools is being created, Department Order No. 42
series of 2004 of the Department of Education, entitled “Permit to operate
primary schools for indigenous peoples and cultural communities” shall be used
to accredit IP schools.

Section 34 Recognition of IP Schools: IP Schools are encouraged to register
with the Department of Education for mainstreaming in the educational system.
Such registration shall be effected by recognition. A System for Recognition will
be instituted in the Department of Education, the conditions for the grant of
recognition, for its cancellation and withdrawal and other related matters shall be
set by the IPED Council which shall be created in the Department of Education
within one year after the enactment of the IPED Systems Act.

Section 35 ; Effect of Recognition: the issuance of a certificate of recognition to
an IP School shall have the following effects:

(A) It transforms the permit/ accreditation issued by the Regional
Accreditation Body to a permanent authorization to operate.

(B) It entitles the school to give the students who have completed their
course a certificate or diploma

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(C) It shall entitle the students who have graduated from such recognized
schools to all the benefits and privileges enjoyed by graduates in similar
courses of studies in all schools recognized by the government.

Section 36 : Control and Administration: The control and administration of IP.
schools shall be vested primarily with the indigenous peoples subject to such
lawful and reasonable supervision and regulation of the Department of
Education.

Section 37 Supervision and Regulation by the DepEd: IP Schools shall be
under the Supervision and Regulation by the Department of Education, through
an IPED Council which shall be established therein within a year after the
enactment of this law.

Section 38: IPED Council: There shall be created within the Department of
Education an IP Education Council (IPED Council), which will be the primary
body that will oversee, control, manage and supervise ail IP schools. The IPED
Council shall be composed of the following:

(A) The DepEd Secretary or an alter ego from the Office the Secretary duly
designated by the Department Secretary

(B) One IP representative from each of the 7 ethnographic regions, chosen
by the concemed IPs in a culturally appropriate process, who shall serve a
term of three (3) years, unless otherwise removed by the body that choose
him or any other circumstance preventing him to perform his duties.

(C) One Indigenous Person representing an IPED School or Institution for
each of the Islands of Luzon, Visayas (including Panay, Negros, Palawan,
Romblon and Mindoro Oriental and Mindoro Occidental), and Mindanao, who
shall be chosen in an appropriate process from IPED Schools/ Practitioners
in the Island, and who shall likewise serve a term of three (3) years, unless
otherwise removed by the body that chose him, or any other circumstance
preventing him to perform his duties.

(D) The Director of the Office of Education Culture and Health of the National
Commission on Indigenous Peoples (NCIP).

(E) Three (3) representatives of the Civil Society Groups engaged in IP
Education.

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Section 39: Functions of the IPED Council: The IPED Council shall be
convened by the DepEd at least once every quarter. The IPED Council shall
formulate the Permitting and Recognition System for IP Schools, shall formulate
appropriate policies, rules and regulations governing teaching and learning
processes, curriculum, evaluation and management of IP Schools, shall
deliberate, adopt and implement the National IP ED Program of the Department
of Education.

Section 40 : Inter-agency Multi Sectoral Collaboration in the implementation of
IPED Systems/ IP Schools: - The DepEd and the IPED Council in collaboration
with the NCIP, Civil Society Organizations (CSOs) and Indigenous Peoples’
Organizations (IPOs) shall maximize—but shall not be limited to — existing inter-
agency/multi stakeholder basic education related structures at all levels as
mechanism to coordinate, formulate policies, undertake social mobilization and
advocacy, mobilize resources, and monitor and evaluate IP education
interventions and initiatives.

The DepEd in consultation with the IPED Council, shall organize
consultations and dialogues as needed to periodically review the
implementation of the IPED Program, other policy directives and
interventions that will ensue from it.

CHAPTER VII: APPROPRIATION OF
GOVERNMENT FUNDS, FINANCIAL AND
TECHNICAL ASSISTANCE, INCENTIVES AND
SUPPORT FOR IP EDUCATION SYSTEMS AND IP.
SCHOOLS

Section 44 Government Financial Assistant to IP Schools: Pursuant to the
declared policy of the State that the national government shall contribute to the
financial support of education programs in accordance with the goal of education
as declared in the Constitution, IP schools whether private or public shall receive
from the national government, financial assistance and other forms of incentives
for the school, its teachers and learners.

(A) Public IP Schools shall continue to be funded primarily from national
funds: provided, that local governments shall be encouraged to assume
operation of local public schools on the basis of national fund participation

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and adequate revenue sources which may be assigned by the national
government for the purpose.

(B) Private IP Schools may be provided with aid by the national government
in recognition of their complementary role in the education system. Such aid
shall be in form of grants or scholarships, or loans from government financial
institutions.

Section 42 : Service Contracting by Government: To enable the Government
to make available IP Education Systems to all areas where IPs are present,
Private IP School operators shall be contracted to provide services to Public IP
Schools subject to qualification by the IPED Council. Provided that such service
contract shall include payment of the salaries of teachers and other school
personnel that will be involved in providing the service, provided further that the
salary shall not be below the prevailing legal statutory wage applicable in the
region.

Section 43 Income from other Sources: Any private IP School duly recognized
by the government, may receive any grant and legacy, donation, gift, bequest or
devise from any individual, institution, corporation, foundation, trust or
philanthropic organization, or research institution or organization as may be
authorized by law. Furthermore, private IP schools are authorized to engage in
any auxiliary enterprise to generate income primarily to finance their educational
operations and/or reduce the need to increase student fees.

Section 44: Financial Support: - The DepEd shall ensure that adequate
financial support - sourced from various sources, such as but not limited to the
agency's regular annual budget, Special Fund from the Office of the President of
the Philippines, the LGU’s Special Education Fund (SEF) and Education
projects—are readily available to IP Schools and other IPED implementing
entities to ensure smooth implementation and sustainability of IPED services.

Section 45 Financial Assistance to Students and Teachers in Private IPED
Schools: - In recognition of the complementary roles of public and private
educational institutions in the education system and the invaluable contribution
that private schools have made and will make to education, the State shall
provide the mechanisms to improve quality in private education by maximizing
the use of existing resources of private education, recognizing in the process the
government responsibility to provide basic elementary and secondary education
as having priority over its function to provide for education, financial assistance

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shall be extended to students and teachers in Private IP Schools, consisting of
the following:

(A) Tuition fee supplements for students

(B) Text book and Learning Resources Assistance Scholarships
(C) Education Loan Fund

(D) Teachers Assistance Fund

Section 46 Tuition Fee Supplements for Students: All eligible students in
private IP schools shall be entitled to tuition fee supplements from the
government consisting of an absolute amount not lower than 70% of the average
prevailing tuition fee rates of private schools in the region for each equivalent
grade level.

Section 47 Textbook and Learning Materials Assistance: The Department of
Education shall allocate at least 10% of its funds every year for textbooks and
learning materials for PED.

Section 48 Scholarships, Education Loan Funds and Teachers Assistance
Fund:

A. The Department of Education, National Commission on
Indigenous Peoples, Department of Science and Technology,
Department of Labor and Employment through TESDA and ail
other government agencies government controlled corporations
shall allocate funds for Scholarship grants for indigenous
peoples in an amount equivalent to not less than 20% of any of
its funds available for such purpose. Provided that in the case
of NCIP the full amount shall be appropriated.

Section 49 Education Loans and Teachers’ Assistance Grants shall be made
available to IPED Teachers and Learning Facilitators in accordance with such
rules as may be established by the IPED Council Revenues and Assets: All
revenues and assets of IP schools established as non-profit educational
institutions used actually, directly and exclusively for educational purposes shall
be exempt from taxes and duties. Upon the dissolution or cessation of the
corporate existence of such institutions, their assets shall be disposed of in the
manner provided by law.

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Section 50: Tax Exemptions for Proprietary IP Schools: Proprietary IP
schools/ including those cooperatively owned, may likewise be entitled to such
exemptions subject to the limitations provided by law including restrictions on
dividends and provisions for reinvestment.

Section 51: Tax Exemptions on Grants, Endowments, Donations,
Contributions: Subject to conditions prescribed by law, all grants, endowments,
donations, or contributions used actually, directly, and exclusively for education
purposes shall be exempt from tax.

Section 52 : Provision of universal and quality basic education and equitable
access of all Indigenous Persons. Pursuant to the Constitutional Mandate to
provide quality education for all its citizens, the State through the Department of
Education shall ensure the provision of universal and equitable access of all
Indigenous Persons to quality and relevant basic education services towards
functional literacy for all. Towards this end, the Department of Education in
collaboration with other government agencies concerned with education and
culture, primarily, but not limited to, the National Commission on Indigenous
Peoples (NCIP), National Commission on Culture and Arts (NCCA), Local
Government Units, and/or together with Civil Society, shall provide technical,
fiscal and financial support to IP Schools/ IP Education. Provided that, whenever
education service contracting or public-private partnerships modes for resource
mobilization are contemplated, the indigenous Peopies owning and controlling
concerned IP schools shall determine the criteria for the selection of the
contractors and the terms and conditions of any/ all agreements entered into with
them.

Section 53 : Establishment of Basic Information System. As part of its Basic
Education Information System (BEIS), the DepEd offices and units shall be
directed to gather—in an appropriate and timely manner, and in coordination with
the concerned indigenous peoples’ community—relevant data needed from
schools, learning centers, and education programs and projects that shall guide
the formulation, implementation and evaluation of a National IP Education
Program.

Section 54; Promotion of IP Learning Systems in non IP Schools. The
Department of Education shall give due recognition to and promote the
sustainability of indigenous learning systems, consequently, in all non-IP Schools
where the school population includes a sizeable number indigenous peoples, the
DepEd shall cause (encourage) the adoption of culture sensitive education



pedagogy, content, and assessment through the integration of indigenous
Knowledge Systems and Practices in all learning area and processes. Moreover,
the DepEd shall prioritize the further development and implementation of the
following in schools, learning centers, and other learning services with enrolled IP
learners: (a) mother tongue-based multilingual education (MTB-MLE); (b) culture
responsive education for sustainabie development and (c) alternative modes of
instructional delivery and assessment schemes to address the peculiar needs of
IP learners.

Section 55 : Culturally appropriate learning resources and environment. The
DepEd shall put in place a policy that would promote the establishment and
maintenance of culture-responsive educational infrastructures, learning
environment and spaces. As a means of enriching resources available to [Ps and
the education system at large, the DepEd shall provide grants and financial
assistance, subject to appropriate procedures for selection and awarding, to the
documentation and research activities of IPs on their own history, knowledge,
practices and other aspects of cultural heritage. The DepEd shall uphold and
advocate the protection of the community intellectual rights/ intellectual property
right of IPs pursuing such research and documentation

Section 56: Development of teacher and learning facilitators in the
implementation of the IP Education Systems Program. The DepEd shall
encourage and support the participation of community members, particularly the
elders and other indigenous knowledge transmitters or intermediaries, as primary
knowledge facilitators in the operations of the IP Education Systems.

Section 57 : Priority of IP Teachers/ Learning Facilitators for teaching positions
in IP Public Schools. Indigenous Persons shail be given priority for teaching
positions in IP Public Schools, provided that the licensure requirement shall be
waived when the IP teacher will be posted to teach in IP schools within their own,
ancestral domains. Provided finally, that all IP School teachers and learning
facilitators shall undergo licensure examinations at such time that a licensure
process for IP Teachers shall be set and adopted by the IPED Council.

Section 58: Support for Indigenous Persons desiring to enter the teaching
profession. ~ The DepEd shall encourage and mobilize support for members of
IP communities, who may wish to enter the teaching profession, help them
complete the necessary academic preparation and satisfy professional licensure
requirements.

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Section 59 : Professional Licensure Requirement. The DepEd in collaboration
with the IPED Council shall set the Professional Licensure Requirement for IPED
Teachers. For this purpose a _ Licensure Examination/ Testing
Standards/Package shall be developed for IPED teachers and Learning
facilitators.

Section 60: Teacher Education and Development Policies: the DepEd, shall
review, harmonize, and align its (Non-IP) teacher education and development
policies—consistent with the National Competency-Based Teacher Standards
(NCBTS), MTB-MLE Policy, Localization Law or Republic Act No. 8190, and
other relevant laws and issuances—to support affirmative action responding to
the learning needs of IP learners.

Section 61 : Affirmative Action to eradicate all forms of discrimination against
IPs in the entire Philippine Education System. Within the framework of
maintaining inclusive and effective learning environments, the DepEd shall
nurture, among all learners and DepEd teaching and non-teaching personnel,
respect for human rights and cultural diversity. Accordingly, all concerned
DepEd offices and units shall ensure that textbooks, supplementary learning
materials, and other learning resources are free from discriminatory content and
erroneous accounts, description and visual depictions, which misinterpret the
history and culture of IPs and/or do not adequately acknowledge them. To
promote greater awareness and appreciation of the IPs cultural heritage and
history — an integral yet often neglected part of the Philippines national history
and heritage—these shall be given due recognition and appropriately integrated
in the learning content of schools and leaming programs. DepEd shall actively
promote cornpliance with this policy among private schools and other private
institutions of learning.

Section 62: Appropriation: To implement the provisions of this Act, the
amount of Seven Hundred Million Pesos per year for ten years is hereby
appropriated to the Department of Education for the indigenous Peoples
Education Systems Program, to be included in the General Appropriations Act. A
supplementary appropriation in the amount of twenty million pesos (20,000,000.)
from the gross receipts of travel tax of the preceding year shall be provided to the
Indigenous Peoples Education Program of the DepEd as a reserve fund for every
year of operation immediately upon approval of this Act. This shall be used to
augment funding for auxiliary aids and services.

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CHAPTER Vili : FINAL PROVISIONS

Section 63: Implementing Rules and Regulation: The Department of
Education and an Ad Hoc IP ED Council and in collaboration with the NCIP,
NCCA, DILG, shall promulgate and issue the necessary implementing rules and
regulations for the effective implementation of this act within sixty (60) days after
the effectivity of this Act. Provided that the Ad Hoc IP ED Council shall be
composed of 3 representatives each from the 7 ethnographic regions to be
chosen by representatives from the ethnographic region convened for the
purpose of choosing the representative to the Ad Hoc IP ED Council, 1
representative of IP Schools from each of the major Islands, Luzon, Mindanao
and Visayas (Panay, Negros, Palawan, Mindoro and Romblon), to be chosen by
representatives of IP Schools in the island convened for the purpose of choosing
their representative to the Ad Hoc IP ED Council, and 5 CSO representatives
who are engaged in IP Education Programs, as may be invited by the
Department of Education, provided that these CSOs have been actively involved
in the crafting of the National Framework for IP ED.

Section 64 ; Transitory Provision: In abeyance of the establishment of the
permitting system for IP Schools, the DepEd Order No. 42, series of 2004,
entitled “ Permit to operate Primary Schools for Indigenous Peoples and Cultural
Communities shall remain as the guide for the registration and accreditation of IP
Schools.

Section 65 Saving Clause. This Act will not in any manner adversely affect the
rights and benefits of the ICCs/IPs under Conventions, Recommendations,
International Treaties, Protocols, National Laws, Awards, Customs and
Agreements

Section 66 Separability Clause. In case any provision of this Act or any
portion thereof is declared unconstitutional by a competent court, other
provisions shail not be affected thereby.

Section 67: Repealing Clause. Any law, presidential decree or issuance,
executive order, letter of instruction, administrative order, rules, regulations,
contrary to or inconsistent with the provisions of this Act is hereby repeaied,
modified or amended accordingly.

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Section 68 : Effectivity Clause — This Act shall take effect fifteen (15) days
upon its publication in the Official Gazette or in any two (2) newspapers of
general circulation.

Approved,

Honorabjé Teddy Brawner
Repregéntative — Lone District of Ifugao

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