Republic of the Philippines
HOUSE OF REPRESENTATIVES
Quezon City

FIFTEENTH CONGRESS
First Regular Session

H.B. No. 565

Introduced by HONORABLE JUAN EDGARDO “SONNY” M. ANGARA

EXPLANATORY NOTE

The Mindanao Problem is a problem of relationships among three groups of settlers
(Christian settlers and their descendants, Muslims or Moros, and the indigenous highlander
tribes or Lumad) and with the central Philippine goverment. Addressing the Mindanao problem
requires a Tri-People Approach — one which emphasizes the existence of these three groups
which have to share Mindanao, the ideal of their equality and unity, and Mindanao itself as the
basis of a new or additional identity as Mindanaoan or Mindanawon. But this should not negate
Moro and Lumad identities, which are still struggling for better recognition. In fact, among the
three peoples, it is the Lumad which is the most marginalized and minoritized, sometimes even
being an “intemal minority” or a “minority within a minority’.

Yet, they too have their story to tell. They too resisted Spanish colonization as well as
American military aggression in Mindanao. But later they too were displaced and dispossessed
in their own ancestral lands. As Mindanao historian Prof. Rudy B. Rodil said, the Lumad
struggle in the last quarter of the 20" century was not only a fight for survival; it was also a
Period of awakening and cultural regeneration. And there is much that this culture can teach
other peoples in Mindanao and the Philippines.

One of the most important institutions for inter-cultural leaming is the school or
educational system. This bill therefore mandates the inclusion in the curricula of all levels of
‘education and training in all schools in the country, starting in Mindanao, of the study and
understanding of Lumad history, culture and identity which recall and highlight the positive
relations among the three peoples in Mindanao, as well as their common origins and other
points of commonality

We therefore eamestly seek support for and approval of this bill.

JUAN EDGARI “SONNY” M. ANGARA
Representative;
Lone District, Province of Aurora


FIFTEENTH CONGRESS OF THE )
REPUBLIC OF THE PHILIPPINES }
First Regular Session

H.B.No,_©°

Introduced by Honorable JUAN EDGARDO “SONNY” M. ANGARA

AN ACT
PROVIDING FOR THE STUDY OF LUMAD 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:

SECTION 1. Short Title. — This Act shall be known as the “Lumad History, Culture and
Identity Studies Act.”

SECTION 2. Inclusion in Curricula. - The Department of Education (DepEd) and the
Commission on Higher Education (CHED) shall include the study and understanding of Lumad
(Mindanao indigenous highlander tribes) history, culture and identity in the curricula of all levels
of education and training in all schools in the country, starting in Mindanao, adapting the scope
and treatment of the subjects or courses to the respective educational levels. The DepEd and
CHED shall likewise initiate and maintain regular programs and special projects to provide
venues for information and discussion of Lumad history, culture and identity, including the
utilization of informal education and other means to stress the importance of respect therefor.

SECTION 3. Key Content. - In the formulation and creation of courses or subjects on
Lumad history, culture and identity to be included in the school curricula or other educational or
training programs to implement and carry out the directives herein, including the writing, printing
and publication of textbooks and other reading materials relative thereto, the agencies
concerned shall consult recognized experts on Lumad history, culture and identity, and shall at
all times emphasize the following key points and areas:

a) An understanding of the “Mindanao problem” as well as the roots of the conflict

there and its impact on the rest of the country, with appropriate attention to the
history of the Lumads in the Philippines.

b)

The specific character of Mindanao as an island shared by the tri-peoples (Christian
settler, Moro and Lumad) and thus the ideal of their equality, co-existence and unity,
including the peculiarities of the different Moro and Lumad ethno-linguistic groups.

°)

The positive relations and remembrances in history among the tri-peoples of
Mindanao: the Christian settlers and their descendants, the Moros or Muslims, and
the Lumad or indigenous highlander tribes.

d

The identification of the common origins of the peoples of Mindanao and of the
Philippines as well as other points of commonalities, including the positive
presentation of these peoples before the arrival of Islam and Christianity.

‘The appreciation of the various cultures and ethnic identities, including the
comparative or cross-cultural studies of Islam, Christianity and indigenous belief
systems.

f) Support for the broader Mindanao peace process which address both the structural
roots of the Mindanao conflict and the deep social, cultural and religious cleavages
there, and which consists not only of peace negotiations with rebel groups but also


people-to-people peace processes such as promotion of interfaith dialogue and a
culture of peace.

9) Fostering of the attitudes and values of peace and dialogue such as esteem, respect,
honesty, sincerity, patience, generosity, graciousness, sensitivity, trust, prudence,
and love

SECTION 4. Funds and Appropriations. — The amount as may be necessary for the
initial implementation of this Act shall be taken from the discretionary funds of the Office of the
President, the DepEd and the CHED and/or from the latter two agencies’ appropriations for
policy formulation, program planning, standards development and instructional materials
development. Thereafter, such amounts such as may be necessary for its continued
implementation shall be included in the General Appropriations Act.

SECTION 5. Repealing Clause. — Any provision of law or regulation inconsistent
herewith is hereby repealed, revoked or modified accordingly.

SECTION 6, Separability Clause. - if any provision of this Act is declared
unconstitutional or inoperative, the other provisions shall remain in force and effect.

SECTION 7. Effectivity Clause. — This Act shall take effect immediately upon approval,

Approved,