BINALBAGAN CATHOLIC COLLEGE

Binalbagan, Negros Occidental

College of Accountancy, Business Administration and Information Technology

COURSE GUIDE

GE ELEC 1
Indigenous People’s
Education

Prepared by:

ROWENA P. JANCORDA, LPT, LLB, MAEd

TONY B. LAZAGA, LPT, LLB, MAEd
Assistant Professors
 BINALBAGAN CATHOLIC COLLEGE
Binalbagan, Negros Occidental

College of Accountancy, Business Administration and Information Technology

COURSE GUIDE

I. Course Title: GE ELEC1 - Indigenous People’s Education

II. Course Overview:

A. Introduction

The Indigenous People’s Education will give us an in depth knowledge on the situation as well
as the issues, problems, challenges and opportunities faced by the Indigenous People. It enables us
to engage with indigenous communities based on their respective educational and social contexts.
One way of establishing institutionalized partnership between indigenous communities to design
learning programs which serve them through sustainable community engagement which guarantees
their significant participation.

B. Course Learning Outcomes

After completing this course, you are expected to demonstrate the following:

KNOWLEDGE

1. In-depth understanding of Indigenous Culture in the world and the

Philippines in particular.
2. Analyse the context, content and perspective about the Indigenous Peoples.
3. Determine the contribution of the Indigenous Peoples in the community.

SKILLS

4. Develop critical and analytical skills with exposure to Indigenous Peoples

communities.
5. Demonstrate the ability to engage in harmonious relationship with the
different indigenous peoples communities..
6. Effectively communicate, using various techniques and genres, their historical analysis of a
particular event or issue that could help others understand the plight of indigenous people.

VALUES

7. Propose recommendations/solutions to present-day problems base on their understanding of

root causes and their anticipation of future scenarios.
8. Display the ability to work in harmony with the programs for the welfare of the Indigenous
peoples.
9. Manifest interest on the issues affecting the indigenous peoples and concern in promoting
and preserving our country’s national patrimony and cultural heritage.
10. Build a strong partnership with the Indigenous Peoples in the designing programs for their
sustainable development
.
II. Module and Unit Topics

MODULE 1: COURSE INTRODUCTION & ORIENTATION

This module seeks to analyze and criticize both traditional and modern definitions of Indigenous
Peoples and Social Sciences and its branches. It discusses the different perspectives of Indigenous people,
described the status of life of Indigenous Peoples., explain the spiritual and cultural roots of Indigenous People

MODULE 2: Global perspective and Scenario of Indigenous Peoples Culture

This module analyzes the context, explain the concept and facts related to the in- depth
understanding of the Indigenous Peoples Culture, identify and describe the Indigenous Peoples of the
World.

MODULE 3: INDIGENOUS PEOPLE

-
This module will demonstrate the ability to analyse the context, content and perspective about the
Indigenous Peoples Land and Resource Rights. It compare the different Instruments and Mechanisms to
address land and resource rights. It also discuss the perspectives on indigenous peoples, lands and
resource rights by region and determines the contribution of the Indigenous Peoples in the community

MODULE 4 : INDIGENOUS PEOPLE

This module will equip and develop critical and analytical skills with exposure to Indigenous Peoples
communities issues and challenges

MODULE 5 : : PHILIPPINE INDIGENOUS PEOPLE / COMMUNITIES

This module will help you to manifest, identify and describe the Indigenous Peoples or communities in
the Philippines, distinguished the different IPS in the Philippines display the ability to work in harmony with the
programs for the welfare of the Indigenous peoples, manifest interest on the issues affecting the indigenous
peoples and concern in promoting and preserving our country’s national patrimony and cultural heritage. Thus
it requires you to propose recommendations/solutions of present-day problems base on their understanding of
root causes and their anticipation of future scenarios. Build a strong partnership with the Indigenous Peoples in
the designing programs for their sustainable development.

III. Course Study Guide

Believe. Think of the personal reward awaiting and self - uupliftment to gain as a value-added
upon the completion of each task. Find ways to learn in the best way you can. Believe that no
difficult task would ever be difficult to someone who tries one’s best. Once you believe you
should…

Beat. Set your targets and work your task responsibly. Do not be overwhelmed by the loads of
work given, take smaller pieces at a time. Exercise patience with working each small task.
When lessons are getting heavy and complicated. Learn to…

Balance. Set a definite time as to when you can work and focus well. Ensure that all your
learning areas and the tasks entailed are given due priorities. When confused…
Bridge. Your prior knowledge and insights from your past experiences and the learning resource
materials around you make learning possible. Not to forget, learn to connect with your mentors
to address your questions, clarifications, and confusions. A bridge between you and your teacher
opens communication lines that transports learning deliverable. Continue to

Blaze. Practice honesty. Think that the goodness you do creates a boomerang effect. The
quality of learning is embraced by someone who honestly performs one’s task. The moment you
steal other’s work, you defeat your learning experience. Self-development only takes place to
someone who shows an honest effort. Such learning success and motivation are both long-
lasting. Now, leap forward and…BE a TRANSFORMED BCCnian!
IV. Course Module

MODULE 1 – GE Elect 1 – Indigenous People’s Education

OBJECTIVES After successfully completing this module, the students should be able to:
⮚ analyze and internalize the vision, mission, core values of the institution.

⮚ explain the course outline and the requirements

⮚ discuss the different perspectives of Indigenous people.

⮚ describe the status of life of Indigenous Peoples

⮚ explain the spiritual and cultural roots of Indigenous People

.

CONTENT A. School Vision, Mission, Core Values and Outcomes

B. Course Introduction and Orientation
C. Topic Outline and Requirements
D. Definitions/Perspectives of IPs
E. The Contemporary Situation
F. Spiritual and Cultural Roots of Indigenous Societies

Agoncillo, T. (2015). History of the Filipino people. 8th edition. reprint.

Quezon City. C. & E Publishing, Inc.

Asian Development Bank (2002), “Indigenous Peoples/Ethnic Minorities

COURSE MATERIALS
and Poverty Reduction (Philippines),” Environment and Social Safeguard
Division Regional and Sustainable Development Department, Manila,
Philippines

Coates, K.S. (2004). A Global History of Indigenous Peoples: Struggle and

Survival. Palgrave Macmillan. New York, NY

Feiring, B. (2013). “Indigenous peoples’ rights to lands, territories and

resources”. ILC, Rome

IWGIA (The International Work group for Indigenous Affairs). (2017). The
Indigenous World 2017. Copenhagen, Denmark.

Jocano, F.L. (1998), “Filipino indigenous Ethnic Communities,” Punlad

Research House, Inc. Diliman, Quezon City

TIME FRAME 4 hours

LESSON PROPER

ENGAGE - Read the following articles:

- About Indigenous People
- Relevance of Indigenous People to humanity
- Relevance of Indigenous People of the World

STUDY - Guide Questions:

1. What is Indigenous People from the different authors?
2. What are the status of life of Indigenous Peoples
3. What are the spiritual and cultural roots of Indigenous People
4. What are different perspectives of Indigenous people

ASSESS/ACTIVATE - Individual submission of the Activity Sheets and Performance Tasks

EVALUATION - Recitation, Quiz, Activity Sheets

CONSULTATION Schoology
HOURS AND
MENTOR’S LINKS

V. Grading System:

Midterm Exams: 30 %
Performance Tasks: 70%
-Quizzes 20%
-Activity Sheets 30%
(Activity Sheets,
Graphic Organizers)
-Recitation 20%
___________________________________
100%

Final Exams: 30 %
Performance Tasks: 70%
-Quizzes 20%
-Activity Sheets 30%
(Activity Sheets,
Graphic Organizers)
-Recitation 20%________
100%

Computation of Final Grades:

50% will be taken from Midterm Performance and 50 % will be taken from Final Term Performance

Note:
Rubrics to use vary depending upon the activities assigned.

Prepared by:

ROWENA P. JANCORDA, LPT, LLB, MAEd

TONY B. LAZAGA, LPT, LLB, MAEd

Instructor

Approved:

RONEL H. SAPU-AN, LPT, Ed.D.

Dean
College of Education
Performance Task Sheet #1 for Module 1

Name: ____________________________________________

BINALBAGAN CATHOLIC COLLEGE

Binalbagan, Negros Occidental

GE ELECT 1 - Indigenous People’s Education

MY VISION AND MISSION

ILLUSTRATION

Of

VISION MYSELF

MISSION
Performance Task Sheet # 2 for Module 1

Name: _______________________________________________________

BINALBAGAN CATHOLIC COLLEGE

Binalbagan, Negros Occidental

GE ELECT 1 - Indigenous People’s Education

INDIGENOUS PEOPLE : MY PERSPECTIVE

INSTRUCTIONS:
Based on what you learned from the insights given, write your own perspective on how
you describe indigenous people in 200 words.

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VI. Course Module

MODULE 2 – GE ELEC1 – Indigenous People’s Education

OBJECTIVES After successfully completing this module, the students should be able to:
⮚ explain the concepts and facts related to the in- depth understanding of the
Indigenous Peoples Culture;
⮚ Identify and describe the Indigenous Peoples of the World;

⮚ discuss the different perspectives of Indigenous people;.

⮚ describe the status of life of Indigenous Peoples;

⮚ explain the spiritual and cultural roots of Indigenous People

.

CONTENT 1. Global Perspective and Scenario of Indigenous Peoples Culture

2. Indigenous People in the world

a. Africa
b. Asia
c. Australasia
d. Europe
e. America

Agoncillo, T. (2015). History of the Filipino people. 8th edition. reprint.

Quezon City. C. & E Publishing, Inc.

Asian Development Bank (2002), “Indigenous Peoples/Ethnic Minorities

COURSE MATERIALS
and Poverty Reduction (Philippines),” Environment and Social Safeguard
Division Regional and Sustainable Development Department, Manila,
Philippines

Coates, K.S. (2004). A Global History of Indigenous Peoples: Struggle and

Survival. Palgrave Macmillan. New York, NY

Feiring, B. (2013). “Indigenous peoples’ rights to lands, territories and

resources”. ILC, Rome

IWGIA (The International Work group for Indigenous Affairs). (2017). The
Indigenous World 2017. Copenhagen, Denmark.

Jocano, F.L. (1998), “Filipino indigenous Ethnic Communities,” Punlad

 Research House, Inc. Diliman, Quezon City

TIME FRAME 4 hours

LESSON PROPER

ENGAGE - Read the following articles:

- About Indigenous People
- Relevance of Indigenous People to humanity
- Relevance of Indigenous People of the World
(attached on this module)

STUDY - Guide Questions:

1.How do we identify the Indigenous People’s?
2. What are the rights of Indigenous Peoples
3. What are the spiritual and cultural roots of Indigenous People? Explain
4. What are different perspectives of Indigenous people

ASSESS/ACTIVATE - Individual submission of the Activity Sheets and Performance Tasks

EVALUATION - Recitation, Quiz, Activity Sheets

CONSULTATION Schoology, January 27, 2021

HOURS AND
MENTOR’S LINKS
List of abbreviations
ACHPR African Commission on Human and Peoples’ Rights
AIPP Asia Indigenous Peoples Pact ALPFG African Land Policy Framework and Guidelines
ASEAN Association of Southeast Asian Nations
ADB Asian Development Bank
CBD Convention on Biological Diversity
CCA Common Country Analysis
CEDAW Convention on the Elimination of All Forms of Discrimination against Women
CEPES Centro Peruano de Estudios Sociales
CERD Committee on the Elimination of Racial Discrimination
CGIP Consultative Group for Indigenous Peoples
CSW Commission on the Status of Women
DENR Department for Environment and Natural Resources
EMRIP Expert Mechanism on the Rights of Indigenous Peoples
ECOSOC Economic and Social Council
FAO Food and Agriculture Organization
FPIC Free, prior, and informed consent
IADB Inter-American Development Bank
IACHR Inter-American Court of Human Rights
IASG Inter-Agency Support Group
ICC Indigenous Cultural Communities
ICCA Indigenous and Community Conserved Area
ICCPR International Covenant on Civil and Political Rights
ICERD International Convention on the Elimination of all Forms of Racial Discrimination
ICESCR International Covenant on Economic, Social and Cultural Rights
IFAD International Fund for Agricultural Development
IFC International Finance Corporation
IFI International financial institution
ILC International Land Coalition
ILO International Labour Organization
IPAF Indigenous Peoples Assistance Facility
IPRA Indigenous Peoples Rights Act
IWGIA International Work Group for Indigenous Affairs
MBOSCUDA Mbororo Social and Cultural Development Association of Cameroon
NCIP National Commission on Indigenous Peoples
NCR Native customary rights
NES National Engagement Strategy
OHCHR Office of the High Commissioner for Human Rights
PAFID Philippine Association for Intercultural Development
PRO 169 Programme to Promote ILO Convention No. 169
REDD+ Reducing Emissions from Deforestation and Forest Degradation
RIPP Regional Indigenous Initiatives
UEFA Union pour l’Emancipation de la Femme Autochtone
UNDAF UN Development Assistance Framework
UNDG United Nations Development Group
UNDP United Nations Development Programme
UNDRIP United Nations Declaration on the Rights of Indigenous Peoples
UNFCCC United Nations Framework Convention on Climate Change
UNFPA United Nations Population Fund
UNIPP United Nations Indigenous Peoples Partnership
UNPFII United Nations Permanent Forum on Indigenous Issues
UN-REDD United Nations Collaborative Programme on Reducing Emissions from Deforestation and Forest
Degradation in Developing Countries
WCMC World Conservation Monitoring Centre
WISP World Initiative on Sustainable Pastoralism

1.1 Identification of indigenous peoples

Far from being an ethnographic or cultural category, ”indigenous peoples” is a concept under
international law that corresponds with a well-defined set of individual and collective rights,
including to lands, territories, and resources. Thus, identification of indigenous peoples is the
basis for recognition of their collective rights. Consequently, failure to identify indigenous peoples
as such incurs the imminent risk of violating the collective aspects of their human rights. The term
“indigenous peoples” is a common denominator for more than 370 million people, spread across
some 90 countries around the world (DESA, 2009: 1). Given the diversity of indigenous peoples,
there is a broad international consensus that a universal definition is neither necessary nor
desirable. Instead, the recommended approach is to identify the peoples concerned in a given
country context, putting particular emphasis on their selfidentification as indigenous peoples.
Convention No. 169 of the International Labour Organization (ILO) provides a set of subjective
and objective criteria, which are jointly applied to guide the identification of indigenous peoples1
in a given country. According to these criteria, indigenous peoples:

Descend from populations who inhabited the country or geographical region at the time of
conquest, colonisation, or establishment of current state boundaries;
» Retain some or all of their own social, economic, cultural, and political institutions, irrespective
of their legal status;
» Have social, cultural, and economic conditions that distinguish them from other sections of the
national community;
» Have their status regulated wholly or partially by their own customs or traditions or by special
laws or regulations; » Identify themselves as indigenous peoples.
» Other characteristics highlighted by a number of institutions are:
» A special relationship with land and natural resources;
» A history of oppression and ongoing conditions of non-dominance;
» Aspirations to continue to exist as distinct peoples
These characteristics immediately underline the importance of land, territories, and resources for
indigenous peoples. The territories they have traditionally occupied, and which have shaped their
distinct identities, livelihood practices, and knowledge systems, have been submerged into nation-
states that often do not respect their customary tenure systems.
Thus their history and, in many cases, their current situation is marked by continuous loss of
control over lands, territories, and resources. It is this situation of discrimination that the
international framework for the recognition of indigenous peoples’ rights attempts to remedy.
While the term ”indigenous peoples” is the common denominator used in international
instruments, these peoples are often known in national or local contexts by terms such as
adivasis, aboriginals, hill tribes, hunter-gatherers, etc., or simply by the name of the specific
people. In all parts of the world, there is growing recognition of the importance of protecting
indigenous peoples’ rights, as an integral element of the promotion of human rights, democracy,
good governance, sustainable development, and environmental protection.
This global commitment was clearly expressed in 2007, when 144 governments voted in favor of
the adoption of the UN Declaration on the Rights of Indigenous People (UNDRIP). The African
Commission on Human and Peoples’ Rights (ACHPR) has also undertaken groundbreaking work to
contextualise the concept of indigenous peoples to the African region (see ACHPR, 2005).
However, some governments, particularly in parts of Africa and Asia, are still reluctant to
acknowledge the existence of indigenous peoples within their states, in yet another denial of
these peoples’ human rights.
Most indigenous peoples have highly specialised land use practices and livelihood strategies,
developed over generations and embedded in knowledge and belief systems that are often
undocumented and governed by customary institutions that often remain unrecognised. In the
midst of the financial, environmental, and climatic crisis facing many countries, there is growing
recognition of the contribution of indigenous peoples’ traditional knowledge to sustainable
development and ecosystem management, biodiversity conservation, and climate change
adaptation.

1.2. Land and resource rights in the Declaration and the Convention

The key international instruments that define indigenous peoples’ rights are UNDRIP and ILO
Convention No. 169. These two instruments are compatible and mutually reinforcing and define
indigenous peoples’ rights to lands, territories, and resources under international law. Indigenous
peoples’ rights are not “special” rights, and UNDRIP and Convention No. 169 do not extend or
invent any “new rights”. On the contrary, the two instruments are articulations of universal human
rights, as they apply to indigenous peoples. This means that they contextualise universal rights,
which states are bound to respect, protect, and fulfil, to the situation of indigenous peoples by
taking the collective aspects of these rights into account in order to overcome the historical
injustices and current patterns of discrimination that indigenous peoples face. UNDRIP was
adopted in 2007 by an overwhelming majority within the UN General Assembly and thus
represents a global consensus. Convention No. 169 was adopted in 1989. It becomes legally
binding upon ratification and has thus far been ratified by 22 countries2 (15 in Latin America and
the Caribbean, four in Europe, two in Asia-Pacific, and one in Africa). A previous ILO Convention
No. 107 (adopted in 1957) is still in force for 17 countries (six in Africa, four in Asia, and five in
Latin America and the Caribbean). Although ILO Convention No. 107 is partly regarded as
outdated due to its assimilationist approach, its provisions on land rights are relatively progressive
and recognise indigenous peoples’ right to collective or individual ownership over the lands they
traditionally occupy (ILO Convention No. 107 art. 11). The Declaration and Convention No 169 are
based on the recognition of the particular significance and cultural and spiritual values that
indigenous peoples attach to their lands and territories, which go far beyond their simple
monetary or productive value. As indicated in the preamble of UNDRIP, “control by indigenous
peoples over developments affecting them and their lands, territories and resources will enable
them to maintain and strengthen their institutions, cultures and traditions, and to promote their
development in accordance with their aspirations and needs”. Further, both instruments stipulate
that indigenous peoples have the right to determine their priorities and strategies for development
and use of their lands, territories, and resources (UNDRIP art. 32.1; C169 art. 7.1). In general,
indigenous peoples’ rights to land, territories, and resources must be understood in the broader
context of these peoples’ right to selfdetermination (UNDRIP art. 3), as well the rights to
property, non-discrimination, cultural integrity, and development. The Declaration and the
Convention both contain detailed provisions on indigenous peoples’ rights to land, territories, and
resources that are described in the following sub-sections. See section 5 for a schematic overview
of these provisions, with related indicators for possible monitoring of progress towards
implementation.

1.2.1. Nature and scope of indigenous peoples’ right to land, territories,

and resources

UNDRIP and ILO Convention No. 169 enshrine a series of fundamental principles to determine the
scope of indigenous peoples’ rights to lands, territories, and natural resources, as follows.

The concept of territories

Indigenous peoples do not have rights only to the land they directly cultivate or inhabit, but to the
broader territory, encompassing the total environments of the areas which they occupy or
otherwise use, inclusive of natural resources, rivers, lakes, and coasts. Their rights to land and
natural resources require special attention, as these are fundamental to securing the broader set
of rights related to self-management and the right to determine their own priorities for
development.

Collective rights

Indigenous peoples’ land rights comprise both individual and collective aspects. Whereas most
indigenous peoples have customary ways of recognising land and resource rights of individual
members or households, the collective aspects of their rights to lands, territories, and resources
are intrinsically linked to their collective rights to self-determination, nondiscrimination, cultural
integrity, and development as distinct peoples.

Traditional occupation, ownership, or use

Indigenous peoples have rights to the lands, territories, and resources that they have traditionally
occupied, owned, or used, meaning that it is “the traditional occupation and use which is the basis
for establishing indigenous peoples’ land rights, and not the eventual official recognition or
registration of that ownership” (ILO, 2013: 21).

Natural resources pertaining to their lands

Indigenous peoples have rights to the natural resources of their territories, including the right to
own, use, develop, and control these resources. As a basic principle, “these resources comprise
both renewable and non-renewable resources such as timber, fish, water, sand and minerals”
(ILO, 2009: 107). In cases where states retain ownership over mineral and sub-surface resources,
Convention No. 169 (article 15.2) stipulates that indigenous peoples have rights regarding
consultation, consent, and participation in the benefits of resource exploitation, as well as
compensation for damages resulting from such exploitation.

Lands not exclusively occupied by indigenous peoples

Many indigenous peoples have traditionally had access to and used lands, territories, or resources
that are also used by other communities or population groups. The ILO elaborates: “This is
especially the case with grazing lands, hunting, fishing and gathering areas and forests, which
may be used by nomadic pastoralists, hunters or shifting cultivators on a rotational or seasonal
basis. In other cases, certain communities may have rights to certain types of resources within a
shared territory, as they have developed complementary livelihood strategies. Also such non-
exclusive land rights are established on the basis of traditional occupation” (ILO, 2009: 95).

Cross-border contacts and co-operation

Due to processes of conquest, colonisation, or establishment of state boundaries, many
indigenous peoples have been involuntarily separated by state borders that run across their
territories and hamper contact. States should engage in international agreements to facilitate
contact and cooperation.

Procedures

The basis for indigenous peoples’ land rights is traditional occupation and use, but both UNDRIP
and Convention No. 169 provide guidance on adequate procedures for states’ official recognition
or registration of indigenous peoples’ land ownership

Transmission of land rights

Indigenous peoples’ own procedures for transmission of land rights should be respected, implying
state recognition of customary law governing lands and resources.

As explained by the UN Special Rapporteur on the Rights of Indigenous Peoples: “The

fundamental goal of a land titling procedure is to provide security for land and resource rights in
accordance with indigenous and tribal peoples’ own customary laws and traditional land and
resource tenure. There is some flexibility in how the demarcation and titling procedure could be
developed; and the specific procedures should be sorted out in the relevant negotiations and in
consultation with indigenous and tribal peoples. It could be expected, nonetheless, that the
procedure for land demarcation and titling would contain, at a minimum, the following
components: (a) identification of the area and rights that correspond to the indigenous or tribal
community, or group of communities, under consideration; (b) resolution of conflicts over
competing uses and claims; (c) delimitation and demarcation; and (d) issuance of title deed or
other appropriate document that clearly describes the nature of the right or rights in lands and
resources. In order to assist with the demarcation and titling process, it may be helpful to form a
land commission, either within or independent from an existing appropriate ministry, with a
specific mandate to facilitate the securing of indigenous and tribal land and resource rights” (UN
Doc. A/HRC/18/35/Add. 7: 36).
MODULE 3 – GE ELEC1 – Indigenous People’s Education