SIXTEENTH CONGRESS OF THE REPUBLIC 
OF THE PHILIPPINES 
Second Regular Session 
SENATE 
S.B. No. 
2685 
Introduced by SENATOR LOREN LEGARDA 
AN ACT 
'15 
MAR 11 
A9:15 
MANDATING THE COMMISSION ON HIGHER EDUCATION TO 
INCLUDE A SUBJECT OF MORO HISTORY, CULTURE AND IDENTITY AS 
AN ELECTIVE IN THE HIGHER EDUCATION CURRICULUM 
EXPLANATORY NOTE 
Comprising of thirteen (13) Islamized etlmolinguistic groups in Mindanao, Sulu 
and Palawan, the Moro or Bangsamoro people together with the Lumad in 
Mindanao refers to the indigenous population residing on the islands long 
before the start of the Spanish colonial period. With more than five hundred 
(500) years of political and cultural heritage, the term "Moro" was the identity 
given to them by Spaniards following their first encounter at Manila in 1570 and 
patterned after the Moors which conquered Spain for 785 years. Nowadays 
however, the term "Bangsamoro people" is also now increasingly being used by 
the national government and the Organization of Islamic Countries to refer to the 
Muslims in the Philippines. 
There is a clear need to require the Commission on Higher Education to develop 
an elective on Moro history, culture and identity as part of our long-standing 
efforts to promote greater appreciation of their centuries-long rich historical and 
cultural heritage among majority of Filipinos. It has been said that the history of 
the Bangsamoro people forms part of the backbone of the historical development 
of the country. It is about time that we recognize the rightful place of the history 
and identity of the Bangsamoro in the fabric of our national history. 
In light of the above-mentioned reasons, passage of this bill is earnestly sought. 
I J 


SIXTEENTH CONGRESS OF THE REPUBLIC 
OF THE PHILIPPINES 
Second Regular Session 
SENATE 
S.B. No. 
2685 
Introduced by SENATOR LOREN LEGARDA 
AN ACT 
·15 
MAR 11 
A9 :15 
MANDATING THE COMMISSION ON HIGHER EDUCATION TO INCLUDE A 
SUBJECT OF MORO HISTORY, CULTURE AND IDENTITY AS AN ELECTIVE IN 
THE HIGHER EDUCATION CURRICULUM 
Be it enacted by the Senate and House of Representatives of the Philippines in Congress 
assembled: 
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SECTION 1. Short Title. - This Act shall be known as the "Mora History, Culture and 
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Identity Studies Act of2015." 
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SECTION 2. Definition a/Term. - As used in this Act: 
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(a) Higher Education Curriculum shall refer to the general education curriculum 
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designed for students taking up courses leading to a degree. 
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SECTION 3. Inclusion of the subject of "Mora History, Culture and Identity Studies" 
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as an Elective in the Higher Education Curriculum. - Pursuant to its mandate under 
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Republic Act NO. 7722, otherwise known as the "Higher Education Act of 1994", the 
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Commission on Higher Education (CHED), is hereby mandated to develop a course of 
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"Moro History, Culture and Identity Studies" as an elective in the higher education 
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curriculum. 
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SECTION 4. Key Content. 
In the formulation and creation of the Mora History, 
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Culture and Identity Course, including the writing, printing and publication of 
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textbooks and other reading materials relative thereto, the agencies concerned shall 
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consult recognized experts on Mora History, culture and identity as well as recognized 
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resource persons on the Mindanao peace process and Muslim-Christian dialogue, and 
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shall at all times emphasize the following key points and areas: 
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a) An understanding of the "Mindanao problem" and the "Moro problem"" as 
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well as the roots of the conflict there and its impact on the rest of the country, 
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with appropriate attention to the history of the Muslims in the Philippines. 
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b) The specific character of Mindanao as an island shared by these tri-peoples 
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and thus the ideal of their equality, co-existence and unity, including the 
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peculiarities of the different Moro and Lumad ethno-linguistic groups. 
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c) The positive relations and remembrances in history among the tri-peoples of 
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Mindanao: the Christian settlers and their descendants, the Moros or 
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Muslims, and the Lumad or indigenous highlander tribes; 
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d) The identification of the common origins of the people of Mindanao and of 
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the Philippines as well as other points of commonalities, including the 
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positive presentation of these peoples before the arrival of Islam and 
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Christianity. 
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e) The appreciation of the various cultures and ethnic identities. 
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f) Support for the broader Mindanao peace process which address both the 
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structural roots of the Mindanao conflict and the deep social, cultural and 
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religiOUS cleavages there, and which consists not only of peace negotiations 
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with rebel groups but also people- to- people peace processes such as 
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promotion of Muslim-Christian dialogue and a culture of peace. 
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g) Fostering of the attitudes and values of peace and dialogue such as esteem, 
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respect, honesty, sincerity, patience, generosity, graciousness, sensitivity, 
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trust, prudence, and love. 
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SEC. 5. Repealing Clause. Any provision of law or regulation inconsistent herewith is 
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hereby repealed, revoked or modified accordingly. 
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SEC. 6. Separability Clause. - If any provision of this Act is declared unconstitutional 
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or inoperative, the other provisions shall remain in force and effect. 
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SEC. 7. Effectivity. - This Act shall take effect fifteen (15) days after its publication in 
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the Official Gazette or in a newspaper of general circulation. 
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Approved, 
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