Aemilianum College Inc.

COLLEGE OF EDUCATION & BUSINESS

Rizal St. Piot, West District, Sorsogon City
Sorsogon, Philippines 4700
Contact No. (056) 211 – 6012
Email Address: aemilianumcollege@gmail.com
www.aemilianum.edu.ph

SUBJECT: READINGS IN THE PHILIPPINE HISTORY

COURSE/YEAR: BSED SS1/BSOA1/BSECE1/BSIT 1/AB COM 1/BSIT AUTO 1
A.Y./TERM: 2023-2024/1st Semester
INSTRUCTOR: DAVE B. JACOB, LPT

I. INTRODUCTION
READINGS IN THE PHILIPPINE HISTORY

Philippine history viewed from the lens of selected primary sources in different period, analysis
and interpretations, with the integration of peace studies/education and of indigenous peoples’
studies/education (REPUBLIC ACT 7722)

II. SUBJECT MATTER

 Relevant Learning for Indigenous Filipinos
III. LEARNING OBJECTIVES
At the end of these lessons, the students are expected to:
1. Identify characteristics of Indigenous Education for Filipinos
2. Define IPED
3. Exhibit importance of IPED
IV. DISCUSSION
LESSON 2
Relevant Learning for Indigenous Filipinos
The IPEd Curriculum Framework of the DepEd

What is the IPEd Curriculum Framework issued by the DepEd as per DepEd Order No. 32, s.
2015? DepEd recognizes the right of the indigenous people to a culturally rooted basic
education. The IPEd provides guidelines for schools and other education programs as they
engage the indigenous communities in their studies.

Community elders and leaders who are supporters of community-based indigenous Peoples
Education (IPEd) programs have gathered together and met in a series of consultations with each
other to come up with the said framework. The IPEd program is expected to benefit 1.19 million
IP students who are enrolled in public schools and in other civil society organization-run
educational institutions. DepEd has initiated a training program specifically for school heads and
teachers serving the indigenous communities.

The K-12 curriculum integrates the IPEd framework as a response to a culturally-appropriate

curriculum that is anchored on learning and understanding more features of the indigenous
communities; its ancestral domain and the community's worldview. The various indigenous
cultural institutions continue to expresses their support in respecting the indigenous cultural
identity. They are committed to be the culture bearers and they are known to manage the
teaching-learning process as their participation is appropriately encouraged.

DepEd recognizes the community's Indigenous Knowledge Systems and Practices (IKSPS) and
commits to maintaining the ancestral domain where the IKSP holders have lived in a long time
and where their primary learning environment are located. DepEd will always seek their
guidance in the design of the learning activities that involve these places to maintain the area's
sacredness.

Instructional materials as well as other learning resources shall be developed in ways that
integrate the indigenized curriculum content and they will be useful in the teaching-learning
processes. These materials will be mother tongue-based, abide by the cultural standards, and
shall abide by the terms agreed upon by the DepEd and the indigenous community.

The indigenous community has a unique need which is different from the regular classroom in
other communities. As such, classroom assessment shall be done in a way that it utilizes the
tools that adheres to its standards, concepts, skills and competencies that have been covered. It is
essential that assessment tools be designed to respond to the needs and concerns of the
community concerned. Also, their participation in the construction of these assessments is
necessary.

DepEd's IPEd curriculum framework expresses the principles that are provided in DepEd's
National IPEd Policy Framework: participation, inclusion, and empowerment. The IPEd
framework is consistent and supports the Indigenous Peoples Rights Act (IPRA) of 1997 which
aims to establish and control the indigenous community's educational systems and institutions.

DepEd and the indigenous communities will continue to cooperate with each other in the
indigenization of the curriculum through various engagement processes, activities and programs
that are meant to support and promote the indigenous culture of the country. Various
mechanisms and activities will be organized by DepEd with the meaningful participation of the
indigenous groups.

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

1. 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.
2. 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.
3. 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.
4. 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.
5. 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.
6. 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

The IPEd Curriculum Framework of the DepEd (udyong.gov.ph), DO 32, s. 2015 – Adopting the
Indigenous Peoples Education Curriculum Framework | Department of Education (deped.gov.ph)