Review of the Proposed Bangsamoro Education Code: Bill No.
70
Provision
V. PUBLIC SCHOOL SYSTEM
CHAPTER 1 General Provisions
Section 3. Islamic Subjects and Arabic
Language Curriculum under the
Schooling System
- Islamic Subjects and Arabic
Language shall be taught to Muslim
learners
V. PUBLIC SCHOOL SYSTEM
CHAPTER 1 General Provisions
Section 5. Indigenous Peoples’
Curriculum. – The Ministry shall
develop an IP Curriculum which shall
form part of the basic education
program under the Schooling System
and prescribed for IP learners
developed around indigenous culture,
knowledge, systems, and practices
existing in the Bangsamoro region.
V. PUBLIC SCHOOL SYSTEM
CHAPTER 1 General Provisions
Comments Proposed Wording
Legal Basis: Add second sentence:
“A Consultative Curriculum committee
IRR of the Enhanced Basic Education Act shall be created, to be chaired by the
of 2013 MBHTE Minister and composed of
members of the MBHTE and the Bureau
of Madaris Education to develop and
implement an Islamic Subjects and Arabic
Language curriculum at the appropriate
institutions and levels.”
Legal Basis: Add second sentence:
IRR of the Enhanced Basic Education Act “A Consultative Curriculum committee
of 2013 shall be created, to be chaired by the
MBHTE Minister and composed of
members of the MBHTE and the Ministry
of Indigenous People’s Affairs (MIPA) to
develop and implement an Indigenous
Peoples’ Curriculum and Education
Framework.”
(Reflect the necessary changes in mirror
or similar provisions contained in the
Code: X., Section 5.)
Ratio: Below V., Chapter 1, Section 5. of the
Code, add proposed additional
Proposed Resolution no. 36 “A Resolution provision:
Calling for the Inclusion of RA No.
11054, otherwise known as Organic Law Section 6. Bangsamoro History and

V. PUBLIC SCHOOL SYSTEM
CHAPTER 1 General Provisions
Section 9. Schools with Special
Enrichment Program. – The Ministry
shall establish model schools which
offer the basic education curriculum
and an enriched program for specific
learning areas tailored to the interest
and inclination of learners
V. PUBLIC SCHOOL SYSTEM
CHAPTER 3 School Teacher(s)
Section 3. Licensure Examination for
School Teachers. – The Ministry shall
develop its own licensure
examinations for school teachers,
subject to existing national regulations
on licensure examinations.
VII: ALTERNATIVE LEARNING
for the Bangsamoro Autonomous Region
in Muslim Mindanao in the Curriculum of
Public, Private and Madaris Senior and
Junior High School in the BARMM
Territories”
Legal Basis:
IRR of the Enhanced Basic Education Act Enrichment Program. – The Ministry
of 2013
In relation to:
PR No. 191 “Urging the Ministry of
Education to establish a special school for and talented learners.
exceptionally gifted Bangsamoro Children
from Elementary to Secondary level in all
fields of learning”
Justification:
There may be a legal implication as to the
provision, as it is currently the
Professional Regulation Commission
(PRC) which has the sole mandate of
conducting the Licensure Examination for
Teachers (LET).
Justification:
Bangsamoro Organic Law Curriculum
– The Ministry shall develop a
Bangsamoro History and Bangsamoro
Organic Law Curriculum which shall
form part of the basic education
program under the Schooling System,
developed around the common history
of the Bangsamoro region and its
people with the aim of enhancing civic
consciousness among the youth.
Suggest to add the phrase:
Section 9. Schools with Special
shall establish model schools which
offer the basic education curriculum
and an enriched program for specific
learning areas tailored to the interest
and inclination of learners, for gifted
Suggestion to remove the provision
Suggest to add, as a second sentence:
SYSTEM
Chapter 1 General Provisions There is a need to strengthen the ALS The Alterative Learning System shall
system. be tailored to and cater to out-of-
Section 1. Alternative Learning for school youth, differently-abled
Basic Education (ALS). – The Ministry Legal Basis: learners, learners with special needs,
shall establish, maintain and IRR of the Enhanced Basic Education Act and learners under difficult
supervise the Alternative Learning of 2013 circumstances, among others.
System as a separate pathway and the
formal education systems to provide Learners under difficult circumstances
all Bangsamoro people the chance to include those in difficult
have access to and complete basic circumstances, such as, but not
education that fitrs their distinct limited to: geographic isolation;
situation and needs. chronic illness; displacement due to
armed conflict, urban resettlement, or
disasters; child abuse and child labor
practices.
VII: ALTERNATIVE LEARNING Legal Basis: Add as a second sentence under
SYSTEM IRR of the Enhanced Basic Education Act Section 2.
Chapter 1 General Provisions of 2013
“A Consultative Curriculum committee
Section 2. The curriculum of the ALS. shall be created, to be chaired by the
MBHTE Minister and composed of
members of the MBHTE and the Ministry
of Social Services and Development
(MSSD) and the Ministry of Health
(MOH) to develop and implement the
Alternative Learning for Basic Education
Curriculum.”

VII: ALTERNATIVE LEARNING Legal Basis: Add another Chapter under VII,
SYSTEM IRR of the Enhanced Basic Education Act Chapter 1:
Chapter 1 General Provisions of 2013

CHAPTER 2
 Justification:
To incorporate the establishment of
Special Education Centers and Learning
Centers in the Education Code.
X. Justification:
Section 4. Education and Cultural It is recommended that the provision is
Infrastructure (Special Education
Centers and Learning Centers)
Section 1. Establishment of Special
Education Centers in the Region. –
The Ministry shall establish and build,
at least one (1) Special Education
Center per locality to address the
needs of learners needing special
education. The Ministry shall adopt,
implement and monitor the standards
governing Special Education Centers,
including provisions for a safe,
accessible, secure, and friendly
learning environment.
Section 2. Establishment of Learning
Centers. - Learning Center refers to a
physical space to house learning
resources and facilities of a learning
program for out-of-school youth and
adults. It is a venue for face-to-face
learning activities and other learning
opportunities for community
development and improvement of the
people’s quality of life. The Ministry
shall establish at least one (1)
Learning Center per province by the
end of the transition period, and one
(1) Learning Center in every locality by
2025.
Reword and Add:
Section 4. Protection of the
Integrity, Identity, and Heritage. strengthened. It is concerning how many
Lumad/Non-Moro IP Schools have been
attack. From March-May 2020, Save Our
Schools Network has documented 32
attacks on Lumad Schools, while 178
have been shut down since 2016.
Source:
https://www.rappler.com/moveph/lumad-
schools-continue-to-suffer-closures-
attacks-coronavirus-pandemic
Educational System, Cultural
Integrity, Identity, Heritage, and
Customs of Non-Moro Indigenous
People. – All Indigenous Peoples (IP)
learners have the right to grow into
and exercise their cultural integrity,
identity, and heritage. To this end, the
Ministry shall ensure that IPEd is
delivered to ensure all IP learners’
total well-being and enable them to
take part in the Bangsamoro
education system actively. The
Minstry shall ensure the protection of
the Non-Moro IP traditional
educational framework and system of
schools and educational institutions as
part of the overall Bangsamoro
Educational System.
XI. PEACE EDUCATION Legal Basis: Bangsamoro Organic Law Suggest to add:

ARTICLE IX XI. PEACE AND HUMAN RIGHTS

EDUCATION
BASIC RIGHTS
Reflect and change ‘Peace Education’
Section 1. Transitional Justice. - The to ‘Peace and Human Rights
Bangsamoro Parliament, taking into Education’ in all the succeeded
account the report of the Transitional sections under the coverage of the
Justice and Reconciliation Commission, Title
shall enact a transitional justice
mechanism to address the legitimate
grievances of the Bangsamoro people and
the indigenous peoples, such as historical
injustices, human rights violations, and
marginalization through unjust
dispossession of territorial and proprietary
rights and customary land tenure.