DO 41, S.

2017 – POLICY GUIDELINES ON MADRASAH EDUCATION IN THE K TO 12 BASIC EDUCATION

PROGRAM

August 11, 2017

DO 41, s. 2017

Policy Guidelines on Madrasah Education in the K to 12 Basic Education Program

To: Undersecretaries

Assistant Secretaries

Bureau and Service Directors

Regional Directors

Schools Division Superintendents

Public and Private Elementary and Secondary Schools Heads

All Others Concerned

Pursuant to the 1987 Philippine Constitution and Republic Act No. 10533, otherwise known as the
Enhanced Basic Education Act of 2013, the Department of Education (DepEd) issues the enclosed Policy
Guidelines on Madrasah Education in the K to 12 Basic Education Program.

The Program aims to:

provide Muslim learners with appropriate and relevant educational opportunities while recognizing their
cultural context and unique purposes for participating in the Program offerings; and

integrate content and competencies which are relevant and of interest to Muslim learners.

This policy seeks to harmonize existing DepEd issuances on Muslim education, with new provisions for
more effective and efficient program development, implementation and evaluation. Moreover, this shall
also serve as the basis for the development of the Manual of Operations for the Governance and
Administration of the Madrasah Education Program (MEP).

These policy guidelines will remain in force and in effect for the duration of the program, unless
otherwise repealed, amended, or rescinded. All existing DepEd Orders and related issuances which are
inconsistent with this Order are rescinded.

Immediate dissemination of and strict compliance with this Order is directed.

(Sgd)LEONOR MAGTOLIS BRIONES

SecretaryReference: N o n e

To be indicated in the Perpetual Index under the following subjects:ASSESSMENT

BASIC EDUCATION

CURRICULUM

KINDERGARTEN EDUCATION

LEARNERS

MONITORING AND EVALUATION

POLICY

PROGRAMS

DO_s2017_041

RECENT DEPED ORDERS

November 11, 2019 DO 032, s. 2019 – National Policy Framework on Learners and Schools as Zones of
Peace

November 4, 2019 DO 031, s. 2019 – The Department of Education Service Marks and Visual Identity
Manual

October 18, 2019 DO 030, s. 2019 – The Department of Education Manual of Style

RECENT DEPED MEMORANDA

November 13, 2019 DM 169, s. 2019 – 30th Southeast Asian Games

November 11, 2019 DM 168, s. 2019 – Consultative Forum on Curriculum and Instruction’s Issues and
Concerns

November 8, 2019 DM 167, s. 2019 – First PhilHealth National Quiz Bee

DO 117, S. 1987 – POLICIES AND GUIDELINES FOR SPECIAL EDUCATION

December 5, 1987
DO 117, s. 1987

Policies and Guidelines for Special Education

To: Bureau Directors

Regional Directors

Chief of Service and Heads of Units/Centers

Schools Superintendents

Presidents, State Colleges and Universities

Heads of Private Schools, Colleges and Universities

The Handbook on Policies and Guidelines for Special Education discussed and distributed during the
1987 Orientation Conferences in SPED in the different regions of the country embodies the general
principles of Special Education in the Philippines. These policies were developed in a series of
consultative conferences participated in by school administrators, teachers, concerned parents, the
gifted and handicapped individuals themselves, professionals and community leaders.

Compliance with these policies and guidelines by all concerned is deemed necessary towards providing
equitable access to educational opportunities and achieving quality education. Likewise, reinforcement
of efforts of both government and non-government sectors in the implementation of these is hereby
enjoined.

This Order supersedes all existing policies and guidelines concerning special education.

Wide dissemination of the contents of this Order is desired.

(SGD.) LOURDES R. QUISUMBING

Secretary

References: None

Allotment: 1-2-3-4—(M.O. 1-87)

To be indicated in the Perpetual Index under the following subjects:

CURRICULUM
SPECIAL EDUCATION

DO_s1987_117

RECENT DEPED ORDERS

November 11, 2019 DO 032, s. 2019 – National Policy Framework on Learners and Schools as Zones of
Peace

November 4, 2019 DO 031, s. 2019 – The Department of Education Service Marks and Visual Identity
Manual

October 18, 2019 DO 030, s. 2019 – The Department of Education Manual of Style

RECENT DEPED MEMORANDA

November 13, 2019 DM 169, s. 2019 – 30th Southeast Asian Games

November 11, 2019 DM 168, s. 2019 – Consultative Forum on Curriculum and Instruction’s Issues and
Concerns

November 8, 2019 DM 167, s. 2019 – First PhilHealth National Quiz Bee

DO 32, S. 2015 – ADOPTING THE INDIGENOUS PEOPLES EDUCATION CURRICULUM FRAMEWORK

July 29, 2015

DO 32, s. 2015

Adopting the Indigenous Peoples Education Curriculum Framework

To: Undersecretaries

Assistant Secretaries

Bureau Directors

Directors of Services, Centers and Heads of Units

Regional Directors

Schools Division Superintendents

Heads, Public and Private Elementary and Secondary Schools

All Others Concerned

Pursuant to DepEd Order No. 62, s. 2011 entitled Adopting the National Indigenous Peoples Education
(IPEd) Policy Framework and DepEd Order No. 43, s. 2013 entitled Implementing Rules and Regulations
of Republic Act No. 10533 Otherwise Known as the Enhanced Basic Education Act of 2013, the
Department of Education (DepEd) is adopting the enclosed Indigenous Peoples Education Curriculum
Framework.

Recognizing the right of indigenous peoples to basic education that is culturally rooted and responsive,
the IPEd Curriculum Framework seeks to provide guidance to schools and other education programs,
both public and private, as they engage with indigenous communities in localizing, indigenizing, and
enhancing the K to 12 Curriculum based on their respective educational and social contexts.

Fundamental to IPEd is establishing institutionalized partnership between indigenous communities and

the respective schools/learning programs which serve them. This is to be pursued through sustainable
community engagement which guarantees the meaningful participation of indigenous communities in
the inclusion of their Indigenous Knowledge Systems and Practices (IKSPs) and Indigenous Learning
Systems (ILS) in the Basic Education Curriculum.

The continuous process of community engagement and refinement of the IPEd Curriculum at the school
community level actualizes the Department’s commitment to the attainment of the abovementioned
right of indigenous peoples to education. In this regard, for schools and learning programs serving
indigenous learners, the aims of the K to 12 Program are realized through IPEd.

The IPEd Curriculum Framework was formulated based on inputs from a series of consultations
conducted by the DepEd – Indigenous Peoples Education Office (IPsEO) with community elders, leaders,
and implementers of community-based IPEd initiatives.

Immediate dissemination of and strict compliance with this Order is directed.

(Sgd.) BR. ARMIN A. LUISTRO FSC

Secretary

Encl.: As stated

References: DepEd Order Nos.: (62, s. 2011 and 43, s. 2013)

To be indicated in the Perpetual Index under the following subjects:

CURRICULUM

HUMAN RIGHTS EDUCATION

INDIGENOUS PEOPLES EDUCATION

POLICY

PROGRAMS

DO_s2015_32

RECENT DEPED ORDERS

November 11, 2019 DO 032, s. 2019 – National Policy Framework on Learners and Schools as Zones of
Peace

November 4, 2019 DO 031, s. 2019 – The Department of Education Service Marks and Visual Identity
Manual

October 18, 2019 DO 030, s. 2019 – The Department of Education Manual of Style

RECENT DEPED MEMORANDA

November 13, 2019 DM 169, s. 2019 – 30th Southeast Asian Games

November 11, 2019 DM 168, s. 2019 – Consultative Forum on Curriculum and Instruction’s Issues and
Concerns

November 8, 2019 DM 167, s. 2019 – First PhilHealth National Quiz Bee

JULY 28, 1997 – DO 54, S. 1997 – ADDENDUM TO DECS ORDER NO. 86, S. 1996 (ADDITIONAL REFERENCE
MATERIALS AUTHORIZED FOR PURCHASE BY DECS OFFICES)

July 28, 1997

DO 54, s. 1997

Addendum to DECS Order No. 86, s. 1996 (Additional Reference Materials Authorized for Purchase by
DECS Offices)

To: Undersecretaries
Assistant Secretaries

Bureau, Center and Regional Directors

School Division and Vocational Superintendents

All Others Concerned

The following publications are hereby authorized as additional reference materials which are eligible for
purchase and use by DECS bureau, service, center, regional and division offices:

The Roots of the Filipino Nation, 2 Volumes, by Dr. Onofre D. Corpuz: Published by Aklahi Foundation,
Inc. 1989; 1,192 pages; soft cover. P600.00

Philippine Education into The 21″ Century, by A.W.D. Clemente, 1996. 278 pages; soft cover. P 160.00

Manual of Regulations For Private Schools, Annotated Ulpiano P. Sarmlento III, Esq. Published by Risen
Publishing, 1995. 826 pages; hard cover. P850.00

35 Poems and Essays, by Edelmiro A. Amante, 1996. 101 pages; hard cover. P 199.99

Transforming Local Government Executives into Effective Managers, by Dr. Isidro D. Carino. Published by
Asia Research Management Corp., 1995; soft cover. P300.00

A Treasury of Stories for A Happy and Meaningful Life, by Dr. Isidro D. Carino. Published by Carson
Resources and Management Services, 1996. 335 pages; soft cover. P300.00

Jose Rizal Filipino Doctor and Patriot, by Jose Baron Fernandez. Published by Rex Publishing Co., Inc.
1995. 422 pages; soft cover. P 165.00

References:

DECS Order: No. 47 and 86, s. 1996)

Allotment: l-(D.O.50-97)

To be indicated in the Perpetual Index under the following subjects:

BOOKS

CHANGE

LISTS
PURCHASES

TEACHING AIDS

REPUBLIC OF THE PHILIPPINES

CONGRESS OF THE PHILIPPINES

METRO MANILA

REPUBLIC ACT NO. 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

CHAPTER I

General Provisions

SECTION 1. Short Title. — This Act shall be known as “The Indigenous Peoples’ Rights Act of 1997”.

SECTION 2. Declaration of State Policies. — The State shall recognize and promote all the rights of
Indigenous Cultural Communities/Indigenous Peoples (ICCs/IPs) hereunder enumerated within the
framework of the Constitution:

a) The State shall recognize and promote the rights of ICCs/IPs within the framework of national
unity and development;

b) The State shall protect the rights of ICCs/IPs to their ancestral domains to ensure their
economic, social and cultural well being and shall recognize the applicability of customary laws
governing property rights or relations in determining the ownership and extent of ancestral domain;
c) The State shall recognize, respect and protect the rights of ICCs/IPs to preserve and develop
their cultures, traditions and institutions. It shall consider these rights in the formulation of national laws
and policies;

d) The State shall guarantee that members of the ICCs/IPs regardless of sex, shall equally enjoy
the full measure of human rights and freedoms without distinction or discrimination;

e) The State shall take measures, with the participation of the ICCs/IPs concerned, to protect their
rights and guarantee respect for their cultural integrity, and to ensure that members of the ICCs/IPs
benefit on an equal footing from the rights and opportunities which national laws and regulations grant
to other members of the population; and

f) The State recognizes its obligations to respond to the strong expression of the ICCs/IPs for
cultural integrity by assuring maximum ICC/IP participation in the direction of education, health, as well
as other services of ICCs/IPs, in order to render such services more responsive to the needs and desires
of these communities.

Towards these ends, the State shall institute and establish the necessary mechanisms to enforce and
guarantee the realization of these rights, taking into consideration their customs, traditions, values,
beliefs, interests and institutions, and to adopt and implement measures to protect their rights to their
ancestral domains.