IP RA 8371

• Indigenous peoples (IPs) remain to be among the most vulnerable and marginalized members of the citizenry
• Access to culture-responsive basic education is critical for IPs
• Lack of access to education services is a problem for IPs
• Responding to the basic learning needs of IPs is crucial for achieving Education for All (EFA) commitments and the Millennium Development Goals (MDGs)
• There are existing models and best practices on IP education based on successful projects and interventions by DepED, non-government organizations (NGOs), IP organizations (IPOs), and other community-based initiatives
• The policy framework was formulated by DepED in consultation with representatives from IP communities, civil society, and other government agencies
• The right of indigenous peoples to education is enshrined in the Philippine Constitution, the Indigenous Peoples Rights Act (IPRA), and international human rights instruments, especially the United Nations (UN) Declaration on the Rights of Indigenous Peoples
• The Philippine Constitution (1987) protects the right to quality education for all citizens at all levels
• The Indigenous Peoples Rights Act (IPRA) of 1997 mandates equal access to cultural opportunities and education for IPs
• The UN Declaration on the Rights of Indigenous Peoples (2007) contains specific provisions on IPs' right to education
• DepED has issued DepED Order No. 42, s.2004 ("Permit to Operate Primary Schools for Indigenous Peoples and Cultural Communities") and DepED Order No. 101, s.2010 ("The Alternative Learning System (ALS) Curriculum") in response to the distinct educational needs of IP communities
• 14.3: '"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"'
• In response to the distinct educational needs of IP communities, the DepED has earlier issued DepED Order No. 42, s.2004 ("Permit to Operate Primary Schools for Indigenous Peoples and Cultural Communities") and DepED Order No. 101, s.2010 ("The Alternative Learning System (ALS) Curriculum for Indigenous Peoples (IPs) Education")
• Adding to the urgency of fulfilling the mandated duties and obligations contained in national and international laws is the Philippines' commitment to the achievement of the UN Millennium Development Goals (MDGs), which include the attainment of universal access to primary education by 2015, and the Education for All (EFA) 2015 Goals, which include ensuring that by 2015 all indigenous children have access to and complete free and compulsory primary education of good quality
• The DepED, through this policy framework, seeks to move towards the full realization of these laws, national policies, and development commitments
• Formulating the Policy Framework


  A consultative and participatory process was employed in the drafting of this National IP Education Policy Framework
• Consistent with DepED's mandate to provide inclusive basic education for all, it shall be the policy of the Department to maintain an education system that will recognize, protect, and promote the rights and welfare of ICCs/IPs, as well as equip them with the knowledge and skills needed to face various social realities and challenges
• DepED's policy

  • Adopt appropriate basic education pedagogy, content, and assessment through the integration of Indigenous Knowledge Systems and Practices (IKSPs) in all learning areas and processes
  • Ensure the provision of universal and equitable access of all IPs to quality and relevant basic education services towards functional literacy for all
  • Provide adequate and culturally-appropriate learning resources and environment to IP learners
  • Strengthen the hiring, deployment, and continuous development of teachers and learning facilitators in the implementation of its IP Education Program
  • Establish and strengthen appropriate multi-level units within DepED responsible for planning, implementing, and monitoring IP education interventions
  • Expand and strengthen institutional and civil society linkages to ensure proper coordination, knowledge-sharing, and sustainability of the IP Education Program
  • Implement stronger affirmative action to eradicate all forms of discrimination against IPs in the entire Philippine educational system
• Following the intentions of the Indigenous Peoples Rights Act, as well as the principles enshrined in the Governance of Basic Education Act of 2001 (Republic Act No. 9155), all DepEd offices and units are enjoined to effectively communicate this policy framework to all concerned stakeholders in their respective areas of concern