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PHILIPPINE WOMEN’S COLLEGE OF DAVAO

University Ave., Juna Subd., Matina , Davao City

July 26, 2023

Dear Sir/Ma’am

The GEEL 002 Philippine Indigenous Communities subject in the Summer of School Year
2022-2023 is conducting an interview with the appointed officer or spokesperson of the
different NGO’s (Non-Governmental Organizations) working on the Indigenous Peoples
Communities. This is just an academic requirement of the students enrolled in this subject
for an experiential learning on the topics we discussed regarding the Indigenous Peoples
Communities.

With our joint effort to provide our students with a wholesome learning we could expand
their horizons in understanding more the efforts of our different NGO’s in protecting the
Indigenous Peoples rights.

Herewith attached is the rationale and questionnaire of the said class project. Thank you
and more power.

Sincerely yours,

WILLIAM C. ULEP JR.,MA

Class Instructor
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RATIONALE

The Indigenous Peoples’ Rights Act (IPRA) provides a strong policy basis for Indigenous
Peoples’ Rights to Education. The formulation carries a strong articulation of positive
educational outcomes against the colonial foundations of education in the Philippines.

Education was used as a key institution during the early twentieth century to drive
American colonial policies and programs in the Philippines.

Of the fourfold bundles of IP rights provided for in the IPRA, the implementation of the
Right to Social Justice and Human Rights is least studied.

The second volume of The Road to Empowerment: Strengthening the Indigenous

Peoples Rights Act (Arquiza, 2007) illustrates what peoples’ organizations (POs) and
non-governmental organizations (NGOs) have achieved in their work on indigenous
education and indigenous health (see Vargas, 2007), but does not account for the
National Commission on Indigenous Peoples’ (NCIP) execution of its mandate in these
areas. This looks at the delivery of indigenous peoples’ right to education in the
Philippines by reviewing one of the most important works of the NCIP—the Indigenous
Peoples’ Core Curriculum. This study takes a rights-based approach to make a case for
indigenous peoples’ rights to education in the Philippines.

Section 4, Rule VII, Part VI of the IRR also provides for the creation of an Office on
Education, Culture and Health (OECH) as the NCIP structure responsible for the effective
implementation of educational, cultural, and health-related rights as provided in the Act.

The OECH crafted its IP Education work with a view to its role as “an enabling partner”
for the IPs’ physical and social well-being, ensuring that programs are “adopted to the
peculiarities of the specific ICCs/IPs”(NCIP Annual Report 2006, 22). The OECH aims to
harness, integrate, and harmonize multi-sectoral efforts of all stakeholders in
safeguarding the educational, cultural, and health-related rights of ICCs/IPs.
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Questionnaire to Indigenous Peoples’ Organizations General information and

background on your organization/institution.

1. Please provide the name of your organization/entity and where it is based.

Please also provide details on the objectives and goals of your organization.
2. Which indigenous peoples/communities does your organization represent and/or
work with?
3. Are there laws and policies and/or administrative measures in your organization
to recognize the rights of indigenous peoples to own, use, control, and manage
lands, territories, and resources? If so, please provide details.
4. Are there any efforts or initiatives to (i) demarcate and/or map communal lands;
(ii) registration of land titles (individual and collective); and (iii) adjudication of
claims for collective rights to lands, territories and resources? If so, please
provide details.
5. Please provide information on any projects or programs to ensure the free,
prior and informed consent of indigenous peoples in relation to development
projects and/or extractive activities?
6. Do you have any examples of good practices that may be useful for resolving
issues of ownership and control over natural resources? If so, please provide
details. Please also include information on any specific programs targeting
indigenous women.
7. Has your organization been involved in any legislative, policy and/or
administrative measures taken by the Government to implement the UN
Declaration on the Rights of Indigenous Peoples? Please provide details.
8. Have any steps been taken to develop a national action plan or strategy on
indigenous peoples? Please also include information on any capacity building to
strengthen awareness and action to implement the UN Declaration on the Rights
of Indigenous Peoples.
9. Please provide information on the involvement of your organization/peoples with
UN offices at the country level including on: a. Any projects, activities, dialogues
and/or public awareness campaigns; b. Preparation of country programs and
UN Development Assistance Frameworks (UNDAF).
10. Has your organization been involved in the implementation, review and follow- up
to the 2030 Agenda? If so, please provide details.