National Indigenous People (IP)

Education Policy framework

By: John Mark L. Corpuz

 The National Indigenous Peoples (IP)
Education Policy Framework was
prepared in consultation with the
representatives from the IP communities,
civil societies and other government
agencies.
 It is intended for promoting shared
accountability, continuous dialogue,
engagement and partnership among
government, IP communities, civil society
and other education stakeholders.
 The Indigenous Peoples (IP) Policy
Framework subscribes to the rights-based
approach which primarily gives importance
to the principles of
◦ participation,
◦ inclusion and
◦ empowerment.
Challenges
 Many IP communities lack to access to
descent basic social services;
 They have limited opportunities to engage
in the mainstream economy, and suffer
social, economic and political exclusion
marginalization.
 Lack of access to culture responsive basic
education
 To uphold the rights of Indigenous Peoples the
1987 Philippine Constitution created the
Indigenous Peoples Rights Act ( IPRA)
R.A. 8371
AN ACT TO RECOGNIZE, PROTECT AND
PROMOTE THE RIGHTS OF INDIGENOUS
CULTURAL COMMUNITIES/ INDIGENOUS
PEOPLES, CREATING A NATIONAL
COMMISSION ON INDIGENOUS PEOPLES,
ESTABLISHING IMPLEMENTING MECHANISMS,
APPROPRIATING FUNDS THEREFOR, AND
FOR OTHER PURPOSES

Enclosure to DepEd Order N0.62,s 2011

The National Indigenous Peoples (IP)

Education Policy Framework
1. The Indigenous Peoples(IP) remain to be
among the most vulnerable and
marginalized members of citizenry.
2. Basic Education is an essential means for
IP’s to claim their other rights, exercise
self-determination, and expand the
choices available to them.
3. IP’s lack of access to education because
there is limited or no capacity to provide
culturally appropriate education. There
recommendations is that education is
responsive to their context , respects
their identities, promote the value of their
traditional knowledge, skills and other
aspects of their cultural heritage. This will
remove the barrier s to their meaningful
participation in the different levels and
spheres of society and empowers them to
exercise their rights and duties as Filipino
Citizens
4. Effectively responding to the basic
learning needs of IP’s is the key measure
in achieving the country’s Education For
All (EFA) commitments and the
Millennium Development Goal (MDG) in
line with the Department of Education
DepEd to pursue institutional and
systematic reforms to improve the
efficiency and quality of delivery of basic
education for all. IP education is included
as a reform item in the Basic Education
Sector Reform Agenda(BESRA).
5
 This Policy framework was formulated by
the DepED in consultation with
representatives from the IP communities,
civil society, and other government agencies.
 This policy document is envisioned to be an
instrument for promoting shared
accountability, continuous dialogue,
engagement and partnership among
government , IP communities, civil society,
and other education stake holders.
Policy Background
 The right of the Indigenous Peoples to
education is enshrined in the Philippine
Constitution, the Indigenous Peoples
Right Act (IPRA Law)

Process in Formulating the Policy
Framework
 Consultative and participatory process in
the drafting of the Philippine Indigenous
People’s Policy framework
 2 regional consultations were done in
Luzon and Mindanao
 National Validation Workshop
Policy Statements
We often think that who we are
determines what we do. Equally
true, what you do today will
determine, in part, who you are
tomorrow.
Our deeds determine us, as much
as we determine our deeds