DepEd Comp ex, ,4eralco Avenue. Pasig C typ"tlrnDepartnrent of (Etrucntion

AU6 0 I 20llDepEd ORDERNo. 62, s.2011

ADOPTING THE NATIONAL INDIGENOUS PEOPLF,S UP}EDUCATION POLICY FRAMEWORK

To: UndrsecretariesAssislant SecretariesBDreau DireclorsDircctors of Ser,,iccs, Ccnters and Heads of UnitsRcgional DirectorsSclT ools Drvision/City SuperintendentsHcads, Public and lrrivate Dlementary and Secondary SchoolsALI Others Concened

1 In line u'ith the country's commitmenl to achieve ils Education for All (EFA)targets and the lvlillennium Development Goals (MDGS), and in pursuit of the BasicEducation Scctor Reform Asenda (BESRA), the Department of Ddr"rcation (DcpEd) isadopting Lhe cncLosed National Indigenous Peoples Education Policy Framewolk. Ilwas prcpared in consullation lvith the represenlatives from Indigenous Peoples (lP)commrnities, civil society, and other govemment agencies.

2. lhis Policy Framcwork is inrended to be an insirumcnt {or pronoting sharedaccountability, continuous dialoguc, cngagement, and partneiship anong government,llr communities, civil society, rlnd other education stateholders. Recognizjng educationas a neccssary means to reaLize other human rights and fundarnental freedoms, thcDepEd urges the strengthening of its policy on IP education and develop and implementan IP Education Progran1. This Prograrn subscrjbes to t]ne .Ahts-based approach whichgives primarl' importance to the principles of participation, inclusion, and empouennent.

3. Many IP communii:ies continue to Lack access to decent basic social senices; theyhave limited opportunilies lo engage in the marnstream economy, and suffer social,economic, and political exclusion marginalization. A major faclor contributing to theirdisacivanlaged position is the lack of access to culture responsive basic education.Thus, the dght of incligenous peoples to educatioi is provided in the 1987 PbilippilleConstrtution, the lndigenous Peoplcs Rights Act (IPRA) of 1997, and thc numerousintemational human dghts instruments, especially in the United Nations lUN)Declaiadon on rhe Riehts oflndigenous Peopies (2007).

4 Immediatc disseminatiorl ol and compliance lvilh this Order is direcled

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Republic of the Philippines

EFA 2015 K.rapalan ng Pananagltan ng Lahatl

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H UN'IA) RIGTITS I'DUCA'II ONI-()LJCYI}ItOGR.AM S

DepED Order No. 62 s. 2011 August 8, 2011

ADOI]TING THE NATIONAL INDIGENOUS PEOPLES (1P) EDUCATION POLICYFRAlVIEWORK

ACKNOWTED6MENT RECEIPT

Office of the Regional Director

RECEIVED AND DISSEMINATED BY:

Dirtfict SupervlsorSchools Divi!ion SuPerintendentDlvlsion of

Name of SchoolDldrict:Divlslon of:

necrrilo,K:

LORNA DIG DINODitector lll

Officer-ln-Charge

ln{ormation and communication Technology oftice

(E lclosure to DepEd Orde! No. 62, s.2O11l

NATIONAI, INDI(IEN0IJS PEOPLES EDUCATION POI,ICY FTTAMIIWORK

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L lndigonous pcoples (iPs) remain ro be among thc most vulncrable and marginalizcdmembers ofthe citizenry Man! IP communities conlinue t{r lack access lo decentbasic social services. have Iimited oppoduniries to engage thc nainsiream economy..rnd suffer social. economio. and political exclusion.

Among the currcrt disadvantages that IPs face. access 10 cullure-responsive basiceducalion slands olrt as onc of the most critical to addrcss, espccially ii the righl tobasic ed cation is viewed as an "cnabling righi." Basic educatio. js an essentialnreans ibr IPs to clain thcir othcr riglns, exercise sell"dtennination. and exfand thechoices available to them.

The problem oi the IPs' lack of access to edrcation services is compounded by thetact rhat in areas q,here there are schools accessible to them. marly of dresc havelimited or no capacity to provide culturally appropriaie educalion. Ilccommendadonsol va.ious IP consultations have reileratcd lime and again thc dcsirc of IPcommunilies for an education thal is responsi\c lo rhcir conlcxt, rospccts theiridentitics, and promotes the value of rheir lraditional knou'ledge, skiils. and othcraspccts oftheir culilrral heritage. This is lhc kind oleducalion that removcs bsfticrs totheir meaningl'ul padlcipation in the difierenr levels and spheres ol sociely andcmpo\\Jcrs thcm io exercise thei. rights and dutjes as |ilipino citizens.ljficctively responding 1o the basic lcaming nccds of IPs is a key meesure inachieving thc couniry's Education for All (EFA) commitments and the Millenniurnl)ovelopment Goais (MDGs). ln )ine with the thrust ol the Depa,lment of Education{DepFll)) to pursue institrLtional and systcmic rclbrms to improvc th cf'ficiency andquaiit] ofthc dclivcry ol basic education for all. lP education has been included as arclbnl1 ilcm in the Basic Education Sector Reform Agenda (BESRA)-

Ihere are exisling models and best practices on IP education based on succcssfulproicots and intenentions by DepED. non govenmcnt organizations (Ntlos), IPorganizaiions (lPOs), and other communily-based initlativcs- 'l'be DepED rccognizesthc necd to consolidatc thesc cxperiences and lessons to fomrrlate a syslemalic andcoherenl IP Education l,rogram. which subscribes lo a righis-based approach andgivcs prjmar] importance lo the princjples of pa(icipation, iJrclusion. andempowernent. Within a broader perspecljve, the DepED considers this as a sleptorvards a I'hilippinc educalional system that is truly inclusivc and respectful of thediversity ol leamers.

Il is wiihin this contexl thar this policy lramcwork was lormulated by DepED irconsultation lvi1h represcnlalivcs liom lP communili"-s. civil society. arrd othergovcrnment agencies. This policy documenf is envisioned to be an instrunlenl forpromoling shared accountability. conlinuors dialoguc. eu8agcmcnt, and pafincrshiprmong govenlment. IP communitics. civil sociely. and other education stakeholders.

Policy Darkground

7. The righl ol indigenous peopies 10 edulation ;s p.imar;ly enshrined in lhe Phjlippine(lonstilurion, the Indigenous Peoples Righls Act (IPRA). and numerous inlemationalhunran righls instrumnls. especially the United Nalions (UN) Declaralior on llreR r!hrs ol Illdrgcnuus Peonle..

8. The Philipp;ne Conslilution (i987) stipulates that the Stale shali "p.otect and pronrotethe rishl of all cilizns to qualily education at all lcvls, and shall takc approprialcsteps !o make such educalion acccssible to all" (Afi. XIV' Scc l) The Siate is fxnher'nandated

10 cncourage indigenous ieaming systems (Art. XlV. Sec 24) and to''recognize. respect, and proted thc rights of indigenous cultural commun;iies k)preserve and devclop lheir cuhures, lradirions, and inslitulions" (Aft. XlV, Sec 17)-

9. l-he jndigenous Peoples ltighrs Act (lPl{A) of 1997 (Republic Ad No 837l). whi.hcmanated from the constitutioral provision on the recognition and proteclion of iherighls of rndigenous crrllrral communities/lPs (A(. il, Sec. 2). mandates the State lo''provkle equal access to v:rious coltural opporlunities to the ICCs/lPs lfuough thecducational syslem, public or cultural enlities. scholarships. gralts and otherincentives withoui preilLdice to their righl to eslablish and control tbeir educationalsyslcnls and inslitulions by providing cducation in their own languagc, in a rnaDncrappropriale ro their cLrllural methods ofteaching and lcaming" and that'(i)ndigenouschildrcn/youth shall have the nght to all lcvels and fonns of cducation ol the Statc"(Scc.:10. Chap. VI).

lo.lhc LrN Dcclaralion on the Righ$ of Indigenous Peoples (2007), anlong olherintemational hunran righls laws. contains specific p.ovisions on iPs_ right 1oeducaljon. Arlicle l4 of the Declaration stipulatcs that lPs "have thc right lC) cslablishand conlrol their educalional systems and instilulions providing cducation i0 thciro$n languages. in a manner appropriale to their culilral methods of teaching andlearn g (14.1); "indigenous irdividuals, pariicularly children, have the righl to alllcvcls and lornrs of education of the Slat witbout discrimination ' ( 14.2); and that theState "shall. in conjunction with indigenous peoples, take eftective measures, in ordcribr indigenous individuals. particularly childrcn, including lhose living outside lhc;rcomnnrnilics. to have access, when possible, to an education in thcir o!!n culture andprovided in their own lanJtuage" ( L 4.3).

I I In response to the distinct cducational needs of iP coDmunities, the DepED hasearlier isslred DcpED Order No. 42. s.2004 ("Permit !o Operate Pdmary Schools torIndigenous Peoples and Cultural Communities") and DepED Order No. l0l. s 2010("]'he Altemalive Leaming Systcm (ALS) Curriculum fbr Indigenous Peoples (lPs)lldLrcation").'Ihe Depl'lD intends io build on these existing policics and fllrlhcrst'englhen the policy environment thal would enable all its ofl'lces and units.cspeciallji those in the fronlline of sewice-delivcry, to eff'eclively add.ess realities oothc grourd.

l2 Adding to the urgency ol fullllling lhe mandaled duties and obligations contained innarional and intemational laws is the Philippines commitment to the achicvemcn! ofthc tJN Millennium Development Goals (MDGS). which includc lhe attainment ofuniversal access to primary educalion by 2015, and lhc Education for All (El-A) 2015

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Goals. uhich includc ensuring rhat by 2015 all indigenous children have access lo andcomplele iiee and compulsory primary education of good quality

_Ihe counlry has

adopted the Philippine EI'A 2015 National Aclion Plan as its roadmap to achjevethosc limc-bound goals and corrcsponding targcts.

Thc DepED. through this policy iiamework. seeks to move towards the lirllrealization oflhese la\\'s, national policies. and develoPment commitments

I'roces3 of Formulating thc Policy Framcwork

A consulrarivc and participatory process was employed in the drailing ofthis NaiionallP Educalion Polic)' Framework- Reptesentatives lrom lP communiiies, logelher witl)civil society partners, were inviled to participale in tbe two rcgional consultations heldin Luzon and Mindanao to cnsure that IP communitics can clailn oRncrshjp of thistianework. The two regional consultations were follolvcd by a national validation$orkslrop, where participants afllrmed the prinoiples of the drat fiamework and gavclhrr recommendations on the tbimulalion and implementadon of an lP EducarionProgram. the DeplaD shall be guided by these recommendalions in ibe crafting offuture policy guidelines and other relatcd instrumenls that will ensue lrom this policY

Policy Statemnts

Consistcnt with DepED's nrandalc to provide inclusive basic cducatiorr for all, it shallbe the policy of the Departmcnt to maintain an education systcm that will rccognizc.protect. and promolc tbe rights and *'elfare of ICCs/lPs, as well as cquip them withthe knowledge and skills needcd to f-ace various sociai realilics and challenges- lPcducalion intr"/cntions are to bc developed and impiementd in consuhalion andcooperation with lPs concemed in ordcl to address and incoryotate iheir spccial needs.histories, identiiies, languages. knowledgc, and other aspects of thef cultrLre. as wellas lheir social, economic, and cuhural priorities and aspirations Towards lhis end. thc1)epilD shall:

a) Ensure the provision of universal and equitable acccss of all ll's fo qualit)and reler'ant basic education servi{:ca iowards functional literrcy for all TheDepED together lvith the r.National Conrmission oo Indigenous Pcoples (NCil'),National Comnlission t'br Cuhrre and the Ans OCCA). local governn1cnl uriits(LCUs). and othcr governmenl agencies, and in panncrship with civil society andprivale sector organizations. shaLl provide culturc-responsive basic cducationservices through both the formal school system and altemative leaming syslenr'Tbc use ofbasic educaLion service contracting and other public-priv te parlnership(PPP) schemes shall bc maxinized in tcsponding 1o the leaming needs of iPs.Both supply- and demend-side inlcrventions shell bc cxpanded and diversifi(jd asneeded. As pafi of maintaining the Basic Educaticin Inlonnation S,rstcm (BLllS).all Depl-D ol|ces and unils are direclcd to gather - in an appropriatc ard limclymanner .- relevant dala needed liom schools. leaming centers. and educationprograms/projects lir the effective planning and implemenlation of its iPllducation Progran.

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h) Adopt appropriaie brsic education pcdago6/, content, and assessmenlthrough the integration ol Indigcnous Kno*lcdge Systems .nd Practiccs(lKSPs) in all learning areas and procss$. The DepED shall give duerecognilion to aDd promole the suslainability ofindigenous learning systems. TheDepED shall also prioritizc the furthcr dcvciopmcnt and implementation of thcfollowing in schools, leamjng centers, and othr leaming services with enrolled lPlamers: a) molher longue-hased multilingual education (MTB-MLg); b) culturc'rsponsive education for sustainable development and c) altemative modes ofinslruclional delivery and assessmenl schemes to address lhe peculiar needs of IP

I'rovidc adquatc and culturally-appropristc laming r6ourccs andenvironmen( (o ll' lafneff, Asidc Fom ensuing tbe prope. selection anddevelopnnt oftextbooks and other supplementary leaming matcrials providcd 1{)JP learrrers. the DepED sball put ill place a poticy that would promote theslablishmenl and maintcnance of culture-rcsponsive educaliooal inl-rastructures,leamiirg environmenl and spaces, I)ocumentadon and research activities by IPs on

eir own history, knowledge, practices. and other aspecls of cuhural herilageshall b encouraged and supportcd by DepEll as a mcans ofenriching the leamingresources avajlable to iP conrmunities and the educational system at large. TheDcpED shall uphold and advocate the protcclion oFthe in(ellectual property righlsoflPs in pursuing this policy.

d) Strengthen the hiring, deployment, and continuous devclopmcnt of tachersand learning facilitators in the implmentation of its lP Education Program.'Ihe DepED shall rview, harmonize, and align its tcacher education anddevelopment poi;cis consistent with the Nalional Compelcocy-Based TeachcrStandards 0\]CBTS). MTB-M[,E Policy, "Localization Law" (Republic Act No.8190), and other relevant larvs and issuMces to sspport aflirmalive actionresponding to the leaming needs oflP.leamers- A support program for thc lrainingand provision ol incentives fo. teachers assigned in IP communities, especialiy irisolaEd and hard{o-reach areas, shall be pursued as needed. lhc DepED shallencourage and mobilize support for members of IP communities, who may wish!o cnlcr ihe teaching prolession. to help them complete the necessary academicpreparatior and satisfy professional licensure requircments. _lhe activeparticipatior of community mcmbers. especially elders ,lnd comnlunitykJrowledge specialists, in the lea.ning proccss shall be encouraged and supponed.

c) Establish and strcngthen appropriale multi-levcl urits within DepOt)responsible for planning, implemcnting, and monitoring IP educationintervcntions. The DepED shall strengthen the capacily ol its lcaching aDd non-teaching staff Across levels to efleclivcly and efficienlly manage its IP FducalionProgram. It shail likewise ensurc that adeqMte flnancial support

- sourced iromvarious sources. such as the agcncy s regllar annuai budgcl. lhe I-CtJs' SpecialDducation Fund (SEF), and ducation proiects

- are readily available to

implementing units/enlities to ensure snoolh inrplemenlation ard suslainability oledLLcalion sen,ices.

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f) Erpand and strengthn inltitution{l and civil society linkagcs to ensureproper coordinltion, knowledg.-sharing, and sustainatility of the IPEducrtion Program. The DepED in collaboration with NCIP, lPOs, civil societyorganizntions (CSOS), and other public and private instilutions, shall maximize -bur not be limited to

- existing inte.-agency/mult;stakcholder basic ducation-

related structures at all lcvels as the mechanism to coordinale, formulat policis,undertake social nrobilization and advocacy, mobilize resources, and monilor andevaluaie lP educalion inteflentions and iniliatives. The DepED shau organizeconsultaiions and diaiogues as needed to periodically revilv the inlplc cnlationof this policy framervork and other policy direclives and intervcnlions that wiLlensue lrom i1.

g) Ilnplement strongr allinnativc aclion to er.dicat all forns ofdi3criminrtion against lPs in the entire Philippine educatioral systcm. Withisthe frameivork of mainl:rining inclusive dnd effective leaming envircnmcnts, theDepED shall nurture, arnong all leame$ and DepED teaching and non-teachingpersonnel, rcspect for humai rights and cuhural diversity- In line wilh lhis policy.all concerned DepED offices and uftits shall also ensurc that textbooks,supplementary leaming malerials, and other leaming resources are fre ftomdiscr;minatory conlent and eroneous accounts, descriptions, and visllal depictions,which misrepreseni the history and culture of [Ps or do not adequatelyacknowledge drem. To promole greater awarcncss and appreciation of the lPs'cultural herilagc and hisiory

- an inlcgral, yet often neglectcd, pad of the

Philippine oalion's cultural heritage and history these shail bc given duercogrition and appropriateiy iniegrated into the lcarning content of schools andleaming programs. The DepED shall actively pronlole compl;ance wilh this policyamong privatc schools and other private inslitutions oflcaming.

Following the intentions of lhe Indigenous Peoples fughts Act, as well as thprinciples enshrined in the Govemance ofBasic Education Act of2001 (Republic ActNo. 9155), ali DepED offices and units arE enjoined to effectively communicale thispolicy framework to all concemed stakeholders in their respective areas ofconcem.