The document outlines the Indigenous Peoples Education Curriculum Framework adopted by the Department of Education in the Philippines. The framework aims to (1) recognize indigenous peoples' right to culturally-rooted basic education by localizing and indigenizing the K-12 curriculum, (2) establish partnerships between indigenous communities and schools to include indigenous knowledge and practices, and (3) enable indigenous peoples to develop basic literacy and livelihood skills while preserving their culture. The framework focuses on using indigenous communities, languages, knowledge, stories, and practices in the curriculum to strengthen cultural identity and foster lifelong learning.

1. INDIGENOUS
PEOPLE
CURRICULUM
FRAMEWORK

3. Adopting the Indigenous Peoples Education
Curriculum Framework
In pursuant to DepEd Order No. 62 “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 , known as
the Enhanced Basic Education Act of 2013, the
Department of Education (DepEd) is adopting the enclosed
Indigenous Peoples Education Curriculum
Framework.

4. • Recognize the right of indigenous
people to basic education which is
culturally rooted. Localizing,
indigenizing and enhancing the
K to 12 Curriculum.
• Establishing institutionalized
partnership between indigenous
communities and inclusion of their
indigenous knowledge and practices

5. Indigenous People Curriculum Framework
In relation to the global movement for
Education for All (EFA) in which Indigenous
People are part of this advocacy. Education
enables the IPs to develop competencies
such as basic literacy and livelihood
education for them to respond to the
demand of the wider society.

6. However, DepEd should to address the ff:
1.Respect and recognize Indigenous knowledge
system and practices in school and learning
program.
2.To eliminate discrimination from peers and
teachers
3.The need for teachers serving in indigenous
communities, to be adequately oriented and
trained so that indigenous cultures are
appreciated and Indigenous cultural
practices and values are not discriminated
as “backward”, “inferior” or “primitive

7. 4. The need to promote respect cultural
expressions such as dance, chants,
instruments, and attire, so they are not
misused or interpreted in such programs and
related activities.
5. Ensuring the learning programs promote
among learners an affirmation and sense of
indigenous cultural identify that sustain
inter-generational relationship and cultural
integrity in the community.

8. Philosophy
K to 12 Basic Education Curriculum centers on
learners focus on lifelong learning, leading a
productive & full of life.
For indigenous learners, making their education
meaningful and relevant. Focus on preserving
and enriching their culture

9. Key Elements of IP
Education Curriculum

10. 1. Anchors the context on ancestral domain, and
communities world view, and its indigenous cultural
institutions.
2. Includes the respects of community’s expression
On spirituality as part the their curriculum content.
3. Affirms and strengthen indigenous cultural identity.
4. Revitalize indigenous languages.
5. Advancement of IP rights & welfare
Curriculum design, Competency & Content

11. 1. Spiritual dimension is included (rituals)
2. Culture bearers and IKSP holders.
Teaching Methodologies & Strategies

12. Learning Space & Environment
1.Ancestral domain and activities of the
community as relevant venues.
2. Classroom based sessions

13. Learning Resources
1.Artifacts, stories, dances, songs, musical
instruments
2.Mother tongue
3.Instructional materials need to be
reviewed by the IKSP holders and
community to protect intellectually
property rights and keeping with related
ethical principles and practice.

14. Classroom Assessment
1.Participation on the members of community in
the assessment process.
2.In accordance to the standards, competencies,
skills and concepts being covered.
3.Community values and culture.
4.Foster lifelong learning competencies in actual
community and family situations

15. Example of Localization & Indigenization
of the Curriculum
1.Translating popular stories (Si Pagong at
Matsing)to the community’s local language.
2.Local Facts as examples in the lesson such as
local plants in discussing plants, local resources
as teaching tool.

16. Example of Curriculum Design

18. “Diversity is not about how we differ. Diversity is
about embracing one another’s uniqueness”
Ola Joseph