Republic of the Philippines
HOUSE OF REPRESENTATIVES
Quezon City, Metro Manila

FIFTEENTH CONGRESS
Third Regular Session

744

House Bill No.

INTRODUCED BY REPRESENTATIVES NANCY A. CATAMCO AND
TEDDY BRAWNER - BAGUILAT

EXPLANATORY NOTE

We have over one hundred ethnic groups all over Luzon, Visayas and Mindanao
and collectively, our indigenous peoples compose roughly fifteen percent of our
country’s population. These indigenous peoples posses their distinct cultures, beliefs
and traditions which set them apart from mainstream Filipinos and is the source of our
nation’s cultural heritage.

As time goes, however, our knowledge and appreciation of our ancestors’ ethnic
culture and traditions is dissipating. Especially in this age of information and
communication technology (ICT), our Filipino youth is knowing less and less of their
roots and origins.

For instance, in an interview of a known youth personality during an event
organized by the National Commission for Culture and Arts which aimed to promote
cultures of indigenous peoples, it was readily shown that the youth of today has
completely lost knowledge and appreciation of our indigenous cultures. The news report
stated:

“At the recent press conference hosted by event organizer, the National
Commission for Culture and Arts, Miss Universe 2010 4th runner-up Venus Raj was a
special guest and she articulated what is a common perception, particularly young
people, after she watched a presentation by a group of Kalinga-Apayao natives.

“I have been seeing this kind of presentation in schools and other places but it is
only now that it has dawned on me that such people really exist in the country, | thought
they were just that before, mere dance presentations, | believe this event will be a big
help to educate the youth of today on our native culture and traditions,” says Raj.”


(Quoted from: A celebration of Filipino Indigenous Culture, by Lito Cinco, Manila
Standard Today, October 7, 2010

It is posited that it is precisely because of the Filipinos’ lack of knowledge and
appreciation of their indigenous brothers’ cultures and traditions that lead them to
discriminate and marginalize the latter. The youth of today, for instance, do not seem to
have sufficient education on the cultures and traditions of our indigenous cultural
communities because there has not been a sufficient “flow of information” from the
indigenous communities, through the State, to the mainstream Filipinos. Regretfully, the
flow of information today seems to go from the mainstream unto the indigenous
communities. This, it is feared would lead to the homogenization of our cultures and
would completely eradicate the distinct cultural identity of our indigenous peoples.

The paradox, it is said, is that the more universal we become, the more concerned we
are about our cultural identity.

With this rather alarming condition, this bill is proposed in order pass on to the Filipino
youth of today the values and traditions of our indigenous peoples by including in
indigenous education in their school curricula, so that they may have a deeper
understanding of their roots and origins. It is hoped that with the passage of this bill
along with the recent adoption of the government of the National Indigenous Peoples
Education Policy framework or DepEd Order 62 Series of 2011, proper education would
eventually eradicate prejudice and discrimination among members of our indigenous
cultural communities.

In view of the foregoing, the immediate approval of this bill, which shall
supersede House Bill No. 4166 with the same subject matter as earlier filed, is earnestly
requested by the undersigned representatives.

I|ANCY TAMCO: LAT
2" District, North Cotabato Lope“District, Ifugao



Republic of the Philippines
HOUSE OF REPRESENTATIVES
Quezon City, Metro Manila

FIFTEENTH CONGRESS
Third Regular Session

6744
House Bil No,__© 744

INTRODUCED BY REPRESENTATIVES NANCY A. CATAMCO,
AND TEDDY BRAWNER BAGUILAT

AN ACT MANDATING THE INCLUSION OF INDIGENOUS CULTURE EDUCATION
IN THE CURRICULA OF SCHOOLS IN ALL LEVELS IN THE COUNTRY PURSUANT
TO DEPED ORDER 62 SERIES OF 2011

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

SECTION 1. Declaration of State Policy. The State recognizes the role of our
indigenous cultural communities in achieving genuine peace, equality, social justice and
democracy in our country.

To this end, it is hereby declared policy of the State, in line with the country’s
commitment to achieve its Education for All (EFA) targets and the Millennium
Development Goals (MDGs), and in pursuit of the Basic Education Sector Reform
Agenda (BESRA) and National Indigenous Peoples Education Policy Framework of the
Department of Education (DepEd), to provide appropriate education to its citizens,
especially the youth, on Indigenous cultures, traditions, socio-economic and political
systems.

SECTION 2. Inclusion of Indigenous Education in the School Curriculum in All
Levels. To ensure proper understanding and appreciation of indigenous cultures by the
Filipinos of today, especially the youth, as well as to protect and develop the same, the
Indigenous education shall be included in the curriculum of all public and private
schools in the Philippines at all levels.

In giving due recognition and appropriate integration of the IPs’ cultural heritage and
history, these shall be included into the learning content of schools and leaming
programs. The Department of Education and Commission on Higher Education shall
actively promote compliance with this policy among private schools and other private


SECTION 3. Formulation of Courses and Subjects. The Department of Education
(DepEd) and Commission on Higher Education (CHED) in coordination with the
National Commission on Indigenous Peoples, National Commission for Culture and the
Arts, local government units, and other government agencies, and in consultation with
various non-governmental organizations, educational institutions, advocacy groups,
organizations of indigenous communities, shall hereby formulate courses and subjects
on indigenous education which shall be included in the school curricula in all levels.

Documentation and research activities by IPs on their own history, knowledge,
practices, and other aspect of cultural heritage shall be encouraged and supported by
the DepEd and CHED as a means of enriching the learning resources available to IP
communities and the educational system at large. The DepEd and CHED shall uphold
and advocate the protection of the intellectual property rights of IPs.

Section 4. Rules and Regulations. The Department of Education and Commission on
Higher Education shall promulgate the rules and regulations for the effective
enforcement of the provisions of this Act.

Section 5. Separability Clause. Should any provision of this Act or any part thereof be
declared invalid, the other provisions, so far as they are separable from the invalid ones,
shall remain in full force and effect.

Section 6. Repealing Clause. All laws, orders, issuances, rules and regulations or
parts thereof inconsistent with this Act are hereby repealed or modified accordingly.

Section 7. Effectivity. This Act shall take effect fifteen (15) days after its complete
publication in at least two newspapers of general circulation.

Approved,