Republic of the Philippines

Departnrent of (Etrucntion
DepEd Comp ex, ,4eralco Avenue. Pasig C ty
p"tlrn

AU6 0 I 20ll
DepEd ORDER
No. 62, s.2011

ADOPTING THE NATIONAL INDIGENOUS PEOPLF,S UP}

EDUCATION POLICY FRAMEWORK

To: Undrsecretaries
Assislant Secretaries
BDreau Direclors
Dircctors of Ser,,iccs, Ccnters and Heads of Units
Rcgional Directors
SclT ools Drvision/City Superintendents
Hcads, Public and lrrivate Dlementary and Secondary Schools
ALI 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 Basic
Education Scctor Reform Asenda (BESRA), the Department of Ddr"rcation (DcpEd) is
adopting Lhe cncLosed National Indigenous Peoples Education Policy Framewolk. Il
was 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 shared

accountability, continuous dialoguc, cngagement, and partneiship anong government,
llr communities, civil society, rlnd other education stateholders. Recognizjng education
as a neccssary means to reaLize other human rights and fundarnental freedoms, thc
DepEd urges the strengthening of its policy on IP education and develop and implement
an IP Education Progran1. This Prograrn subscrjbes to t]ne .Ahts-based approach which
gives primarl' importance to the principles of participation, inclusion, and empouennent.

3. Many IP communii:ies continue to Lack access to decent basic social senices; they
have limited opportunilies lo engage in the marnstream economy, and suffer social,
economic, and political exclusion marginalization. A major faclor contributing to their
disacivanlaged position is the lack of access to culture responsive basic education.
Thus, the dght of incligenous peoples to educatioi is provided in the 1987 Pbilippille
Constrtution, the lndigenous Peoplcs Rights Act (IPRA) of 1997, and thc numerous
intemational 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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August 8, 2011
DepED Order No. 62 s. 2011

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

FRAlVIEWORK

ACKNOWTED6MENT RECEIPT

necrrilo,K:

LORNA DIG DINO

Ditector lll
Officer-ln-Charge
Office of the Regional Director

Dirtfict Supervlsor
Schools Divi!ion SuPerintendent
Dlvlsion of

RECEIVED AND DISSEMINATED BY:

Name of School
Dldrict:
Divlslon of:

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

NATIONAI, INDI(IEN0IJS PEOPLES EDUCATION POI,ICY FTTAMIIWORK

L lndigonous pcoples (iPs) remain ro be among thc most vulncrable and marginalizcd
members ofthe citizenry Man! IP communities conlinue t{r lack access lo decent
basic 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 basic
educalion slands olrt as onc of the most critical to addrcss, espccially ii the righl to
basic ed cation is viewed as an "cnabling righi." Basic educatio. js an essential
nreans ibr IPs to clain thcir othcr riglns, exercise sell"dtennination. and exfand the
choices available to them.

L The problem oi the IPs' lack of access to edrcation services is compounded by the
tact rhat in areas q,here there are schools accessible to them. marly of dresc have
limited or no capacity to provide culturally appropriaie educalion. Ilccommendadons
ol va.ious IP consultations have reileratcd lime and again thc dcsirc of IP
communilies for an education thal is responsi\c lo rhcir conlcxt, rospccts their
identitics, and promotes the value of rheir lraditional knou'ledge, skiils. and othcr
aspccts oftheir culilrral heritage. This is lhc kind oleducalion that removcs bsfticrs to
their meaningl'ul padlcipation in the difierenr levels and spheres ol sociely and
cmpo\\Jcrs thcm io exercise thei. rights and dutjes as |ilipino citizens.

4. ljficctively responding 1o the basic lcaming nccds of IPs is a key meesure in

achieving thc couniry's Education for All (EFA) commitments and the Millenniurn
l)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 and
quaiit] ofthc dclivcry ol basic education for all. lP education has been included as a
rclbnl1 ilcm in the Basic Education Sector Reform Agenda (BESRA)-

5. Ihere are exisling models and best practices on IP education based on succcssful
proicots and intenentions by DepED. non govenmcnt organizations (Ntlos), IP
organizaiions (lPOs), and other communily-based initlativcs-
'l'be DepED rccognizes
thc necd to consolidatc thesc cxperiences and lessons to fomrrlate a syslemalic and
coherenl IP Education l,rogram. which subscribes lo a righis-based approach and
givcs prjmar] importance lo the princjples of pa(icipation, iJrclusion. and
empowernent. Within a broader perspecljve, the DepED considers this as a slep
torvards a I'hilippinc educalional system that is truly inclusivc and respectful of the
diversity ol leamers.

6 Il is wiihin this contexl thar this policy lramcwork was lormulated by DepED ir
consultation lvi1h represcnlalivcs liom lP communili"-s. civil society. arrd other
govcrnment agencies. This policy documenf is envisioned to be an instrunlenl for
promoling shared accountability. conlinuors dialoguc. eu8agcmcnt, and pafincrship
rmong 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 inlemational
hunran righls instrumnls. especially the United Nalions (UN) Declaralior on llre
R r!hrs ol Illdrgcnuus Peonle..

8. The Philipp;ne Conslilution (i987) stipulates that the Stale shali "p.otect and pronrote
the rishl of all cilizns to qualily education at all lcvls, and shall takc approprialc
steps !o make such educalion acccssible to all" (Afi. XIV' Scc l) The Siate is fxnher
10 cncourage indigenous ieaming systems (Art. XlV. Sec 24) and to
'nandated
''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.h
cmanated from the constitutioral provision on the recognition and proteclion of ihe
righls 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 the
cducational syslem, public or cultural enlities. scholarships. gralts and other
incentives withoui preilLdice to their righl to eslablish and control tbeir educational
syslcnls and inslitulions by providing cducation in their own languagc, in a rnaDncr
appropriale ro their cLrllural methods ofteaching and lcaming" and that'(i)ndigenous
childrcn/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 olher
intemational hunran righls laws. contains specific p.ovisions on iPs_ right 1o
educaljon. Arlicle l4 of the Declaration stipulatcs that lPs "have thc right lC) cslablish
and conlrol their educalional systems and instilulions providing cducation i0 thcir
o$n languages. in a manner appropriale to their culilral methods of teaching and
learn g (14.1); "indigenous irdividuals, pariicularly children, have the righl to all
lcvcls and lornrs of education of the Slat witbout discrimination ' ( 14.2); and that the
State "shall. in conjunction with indigenous peoples, take eftective measures, in ordcr
ibr indigenous individuals. particularly childrcn, including lhose living outside lhc;r
comnnrnilics. to have access, when possible, to an education in thcir o!!n culture and
provided in their own lanJtuage" ( L 4.3).

I I In response to the distinct cducational needs of iP coDmunities, the DepED has

earlier isslred DcpED Order No. 42. s.2004 ("Permit !o Operate Pdmary Schools tor
Indigenous 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 fllrlhcr
st'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 oo
thc grourd.

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

7
 Goals. uhich includc ensuring rhat by 2015 all indigenous children have access lo and
_Ihe
complele iiee and compulsory primary education of good quality counlry has
adopted the Philippine EI'A 2015 National Aclion Plan as its roadmap to achjeve
thosc limc-bound goals and corrcsponding targcts.

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

R. I'roces3 of Formulating thc Policy Framcwork

I4. A consulrarivc and participatory process was employed in the drailing ofthis Naiional
lP Educalion Polic)' Framework- Reptesentatives lrom lP communiiies, logelher witl)
civil society partners, were inviled to participale in tbe two rcgional consultations held
in Luzon and Mindanao to cnsure that IP communitics can clailn oRncrshjp of this
tianework. The two regional consultations were follolvcd by a national validation
$orkslrop, where participants afllrmed the prinoiples of the drat fiamework and gavc
lhrr recommendations on the tbimulalion and implementadon of an lP Educarion
Program. the DeplaD shall be guided by these recommendalions in ibe crafting of
future policy guidelines and other relatcd instrumenls that will ensue lrom this policY

c. Policy Statemnts

15. Consistcnt with DepED's nrandalc to provide inclusive basic cducatiorr for all, it shall
be 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 with
the knowledge and skills needcd to f-ace various sociai realilics and challenges- lP
cducalion intr"/cntions are to bc developed and impiementd in consuhalion and
cooperation with lPs concemed in ordcl to address and incoryotate iheir spccial needs.
histories, identiiies, languages. knowledgc, and other aspects of thef cultrLre. as well
as lheir social, economic, and cuhural priorities and aspirations Towards lhis end. thc
1)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 The
DepED 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 and
privale sector organizations. shaLl provide culturc-responsive basic cducation
services 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 as
needed. 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 limcly
manner .- relevant dala needed liom schools. leaming centers. and education
programs/projects lir the effective planning and implemenlation of its iP
llducation Progran.

'7/
h) Adopt appropriaie brsic education pcdago6/, content, and assessmenl
through the integration ol Indigcnous Kno*lcdge Systems .nd Practiccs
(lKSPs) in all learning areas and procss$. The DepED shall give due
recognilion to aDd promole the suslainability ofindigenous learning systems. The
DepED shall also prioritizc the furthcr dcvciopmcnt and implementation of thc
following in schools, leamjng centers, and othr leaming services with enrolled lP
lamers: a) molher longue-hased multilingual education (MTB-MLg); b) culturc'
rsponsive education for sustainable development and c) altemative modes of
inslruclional delivery and assessmenl schemes to address lhe peculiar needs of IP

cl I'rovidc adquatc and culturally-appropristc laming r6ourccs and

environmen( (o ll' lafneff, Asidc Fom ensuing tbe prope. selection and
developnnt oftextbooks and other supplementary leaming matcrials providcd 1{)
JP learrrers. the DepED sball put ill place a poticy that would promote th
eslablishmenl 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 herilage
shall b encouraged and supportcd by DepEll as a mcans ofenriching the leaming
resources avajlable to iP conrmunities and the educational system at large. The
DcpED shall uphold and advocate the protcclion oFthe in(ellectual property righls
oflPs in pursuing this policy.

d) Strengthen the hiring, deployment, and continuous devclopmcnt of tachers

and learning facilitators in the implmentation of its lP Education Program.
'Ihe DepED shall rview, harmonize, and align its tcacher education and
development poi;cis consistent with the Nalional Compelcocy-Based Teachcr
Standards 0\]CBTS). MTB-M[,E Policy, "Localization Law" (Republic Act No.
8190), and other relevant larvs and issuMces to sspport aflirmalive action
responding to the leaming needs oflP.leamers- A support program for thc lraining
and provision ol incentives fo. teachers assigned in IP communities, especialiy ir
isolaEd and hard{o-reach areas, shall be pursued as needed. lhc DepED shall
encourage and mobilize support for members of IP communities, who may wish
!o cnlcr ihe teaching prolession. to help them complete the necessary academic
preparatior and satisfy professional licensure requircments. _lhe active
participatior of community mcmbers. especially elders ,lnd comnlunity
kJrowledge 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 education
intervcntions. The DepED shall strengthen the capacily ol its lcaching aDd non-
teaching staff Across levels to efleclivcly and efficienlly manage its IP Fducalion
Program. It shail likewise ensurc that adeqMte flnancial support - sourced irom
various sources. such as the agcncy s regllar annuai budgcl. lhe I-CtJs' Special
Dducation Fund (SEF), and ducation proiects - are readily available to
implementing units/enlities to ensure snoolh inrplemenlation ard suslainability ol
edLLcalion sen,ices.

/t
 f) Erpand and strengthn inltitution{l and civil society linkagcs to ensure
proper coordinltion, knowledg.-sharing, and sustainatility of the IP
Educrtion Program. The DepED in collaboration with NCIP, lPOs, civil society
organizntions (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 and
evaluaie lP educalion inteflentions and iniliatives. The DepED shau organize
consultaiions and diaiogues as needed to periodically revilv the inlplc cnlation
of this policy framervork and other policy direclives and intervcnlions that wiLl
ensue lrom i1.

g) Ilnplement strongr allinnativc aclion to er.dicat all forns of

di3criminrtion against lPs in the entire Philippine educatioral systcm. Withis
the frameivork of mainl:rining inclusive dnd effective leaming envircnmcnts, the
DepED shall nurture, arnong all leame$ and DepED teaching and non-teaching
personnel, 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 ftom
discr;minatory conlent and eroneous accounts, descriptions, and visllal depictions,
which misrepreseni the history and culture of [Ps or do not adequately
acknowledge 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 due
rcogrition and appropriateiy iniegrated into the lcarning content of schools and
leaming programs. The DepED shall actively pronlole compl;ance wilh this policy
among privatc schools and other private inslitutions oflcaming.

16. Following the intentions of lhe Indigenous Peoples fughts Act, as well as th
principles enshrined in the Govemance ofBasic Education Act of2001 (Republic Act
No. 9155), ali DepED offices and units arE enjoined to effectively communicale this
policy framework to all concemed stakeholders in their respective areas ofconcem.