DepEd issues IPEd Curriculum Framework

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August 11, 2015

In recognition of the right of indigenous peoples to culturally rooted and responsive basic education, the
Department of Education (DepEd) adopted the Indigenous Peoples Education Curriculum Framework (DepEd
Order No. 32, s. 2015) which aims to provide guidance to schools and other education programs as they
engage with indigenous communities in contextualizing the K to 12 Curriculum based on their respective
educational and social contexts.

The said framework is a fruit of a series of consultations with community elders, leaders and implementers of
community-based Indigenous Peoples Education (IPEd) initiatives. As a major milestone in the enhancement
of the IPEd Program, it will benefit more than 1.19-million IP learners enrolled in public schools, as well
learners enrolled in community and civil society organization-run schools. In line with this, DepEd has started
a training program for teachers and school heads in schools serving indigenous communities.

The design of a culturally-appropriate and responsive curriculum is anchored on the defining features of
indigenous communities: the ancestral domain, the community’s worldview, and its indigenous cultural
institutions. It includes and respects the community’s expression of spirituality and strengthens indigenous
cultural identity. DepEd values indigenous languages in the implementation of a Mother Tongue-based
Multilingual Education (MTB-MLE) among indigenous learners in order to regenerate and enrich the
community’s Indigenous Knowledge Systems and Practices (IKSPs) and Indigenous Learning Systems (ILS).
The curriculum is designed to enable indigenous learners to be future culture-bearers, capable of exercising
their right to self-determination as they interact with other cultures.

The curriculum is open to the community’s teaching-learning processes complementing with that developed by
DepEd. The commitment of culture bearers and IKSP holders to serve as knowledge managers in the teaching-
learning process is recognized and their participation as appropriate is encouraged. DepEd recognizes that the
ancestral domain where IKSPs are experienced, lived, and learned is the primary learning environment and
learning space for indigenous learners. Community’s guidance shall be sought in designing learning activities
involving places in the ancestral domain to maintain the wellbeing and sacredness of the area.

As instructional materials and other learning resources are vital to learners’ growth, they shall be developed
and utilized in line with the indigenized curriculum content and teaching-learning processes. The content of
these materials are not limited to artifacts, stories, dances, songs, musical instruments and the like. It is mother
tongue-based and shall abide by the cultural standards and protocols agreed upon by DepEd and the
community.

Classroom assessment shall be done utilizing tools adhering to the standards, competencies, skills and concepts
being covered. Their design and use shall address the needs and concerns of the community and shall be
developed with their participation.

The IPEd curriculum framework is guided by the principles of inclusion, participation, and empowerment as
provided by DepEd’s National IPEd Policy Framework (DepEd Order No. 62, s. 2011 or “DO62”) and is
consistent with the Indigenous Peoples Rights Act (IPRA) of 1997 and the United Nations Declaration on the
Rights of Indigenous Peoples (UNDRIP) which specify the right of IPs to “establish and control their
educational systems and institutions”.
The meaningful participation of indigenous communities in the indigenization of the national curriculum shall
be institutionalized through community engagement processes, mechanisms and activities mutually entered
into by DepEd and the communities.

END

Baguio City—The Department of Education (DepEd) and indigenous peoples (IP) groups nationwide gathered
together today, November 12, to strengthen partnership for IP education (IPEd) through the symbolic signing
of affirmation of commitment.

Education Secretary Br. Armin Luistro FSC said, “Ang ating ipinagdiriwang ngayon ay isang lakbayin na
hindi pa tapos. Hindi ito madali dahil kailangan nating umakyat, at sa ating pag-akyat, walang maiiwan.
Kailangan sabay-sabay, tulung-tulong at walang bibitiw para masigurado natin na ang ating inumpisahan ay
matatapos.”

“Kailangan nating siguraduhin na buhay ang katutubong kaalaman sa loob ng sistema ng edukasyon,” he
added.

Part of the affirmation of commitment to IPEd is the inauguration of a pakedlan, an indigenous space for
coming together among the Kankanaey peoples of Benguet, at the Baguio Teachers Camp, where a ritual was
conducted together with the IP community representatives from Luzon, Visayas, and Mindanao to culminate
the gains of IPEd. The inauguration of a pakedlan symbolizes the recognition of indigenous learning systems
within the education system.

Luistro also said that the gains of IPEd are not DepEd’s milestones alone, adding, “Ang tatlong DepEd Orders
ukol sa IP education ay galing sa inyo [IP]. Ang sumulat niyan ay kayo. Ang IP education guidelines at
curriculum framework ay galing sa sama-samang mungkahi at karanasan [ninyo] sa mga nakalipas na taon
ng pagsusulong ng IP education.”

Andres Ngao-i, chairperson of IPEd council of elders in the Cordillera Administration Region, said that
DepEd’s commitment to IPEd is evident in the agency’s efforts to make education culture-sensitive, culture-
responsive, and learner-centered.

“We are all happy that we are true to our IP curriculum; but we did not do it alone. We did this in partnership
with DepEd and the local government units, too,” Ngao-i said. He also added, “Our job is not yet done. Let us
continue the implementation of this historic Indigenous Peoples education. This is historical in our regions and
our country.”

Luistro said that it is vital for the country to strengthen its IP education, especially with the 2015 ASEAN
integration, adding, “Mahalaga na naka-angkla ang ating kurikulum sa ating kulturanng Pilipino dahil may
papasok na ibang kultura. Kapag wala ang katutubong kaalaman na nakapasok sa ating kurikulum,
mawawalan tayo ng kaluluwa.”