National Indigenous Peoples Month 2025: Honoring Heritage, Shaping the Future

What does it mean to celebrate a nation’s roots while looking toward the future? This October, the Philippines observes National Indigenous Peoples Month 2025, a time to recognize the wisdom, traditions, and rights of Indigenous communities across the country. Guided by DepEd Memorandum No. 094, s. 2025, the celebration reminds us that cultural heritage is not just about the past—it’s a living guide for the generations ahead.

Why the Philippines Celebrates National Indigenous Peoples Month

The observance is rooted in Presidential Proclamation No. 1906 (2009) and the Indigenous Peoples Rights Act (RA 8371). These laws ensure that Indigenous Peoples (IPs) are recognized as vital contributors to the nation’s identity.

DepEd plays a central role through its Indigenous Peoples Education (IPEd) Program, which began in 2015. Now entering its second decade, the program focuses on:

• Curriculum contextualization – adapting lessons to reflect Indigenous knowledge and practices.

• Community collaboration – involving elders, culture bearers, and parents in education.

• Cultural preservation – ensuring that Indigenous Knowledge Systems and Practices (IKSPs) remain relevant in modern times.

The 2025 Theme: A Future Forged with Indigenous Wisdom

This year’s theme, “Ating Pandayin ang Kinabukasan, Gabay ang Katutubong Karunungan at Karapatan” (Let’s Forge the Future, Guided by Indigenous Wisdom and Rights), emphasizes two key ideas:

1. Heritage as a compass – Indigenous traditions are not relics; they are practical guides for sustainable living and community resilience.

2. Rights as protection – Upholding the rights of IPs ensures that their voices remain strong in shaping national progress.

Did You Know?

• The Philippines is home to 110 recognized ethno-linguistic groups, each with unique traditions, languages, and governance systems.

• Indigenous weaving, such as the T’nalak of the T’boli and the Inabel of the Ilocano, is considered both art and storytelling.

• Many Indigenous farming practices, like kaingin (swidden farming), are rooted in ecological balance and sustainability.

How Schools and Communities Will Celebrate

DepEd encourages schools and regional offices to hold activities that are culturally appropriate and inclusive, such as:

• Integrating Indigenous themes into classroom lessons.

• Hosting dialogues with community elders and leaders.

• Featuring Indigenous arts, music, and storytelling in school programs.

• Displaying banners and advocacy materials in DepEd offices.

Importantly, celebrations should not disrupt regular classes but instead enrich learning experiences.

Common Questions

Q: Why is Indigenous education important today? A: It ensures that young learners, especially from IP communities, see their culture reflected in school, fostering pride and identity.

Q: How does technology fit into Indigenous education? A: DepEd highlights that digital tools can support learning while still respecting and preserving traditional knowledge.

A Personal Reflection

I find this observance inspiring because it bridges the gap between tradition and modernity. It’s easy to think of culture as something frozen in time, but Indigenous wisdom shows us how adaptable and resilient communities can be. Personally, I think of it as a reminder that progress doesn’t mean leaving heritage behind—it means carrying it forward in new ways.

Moving Forward Together

National Indigenous Peoples Month 2025 is more than a commemoration—it’s a call to action. By valuing Indigenous knowledge and rights, the Philippines ensures that cultural diversity remains a source of strength. The theme reminds us that the future is best built when guided by the wisdom of the past.

How do you think Indigenous traditions can inspire solutions to today’s challenges? Share your thoughts—we’d love to hear them.

Why DepEd’s New Order on School Conversion Matters for Philippine Education

What does it really mean when a school is given more control over its own budget? In the Philippines, the Department of Education (DepEd) has just updated its rules through DepEd Order No. 033, s. 2025, and it’s a big deal. This order lays out how schools can be converted from non-implementing units (non-IUs) to implementing units (IUs) — in other words, schools that can finally manage their own funds.

This might sound technical, but it’s actually about giving schools more independence, flexibility, and accountability. Let’s break it down.

What Is an Implementing Unit?

In DepEd’s language, an implementing unit (IU) is a school that has fiscal autonomy. That means it can directly receive and manage its Maintenance and Other Operating Expenses (MOOE) funds.

A non-implementing unit (non-IU), on the other hand, relies on its division office to handle the money. This often slows down decision-making and limits how quickly schools can respond to their own needs.

By converting more schools into IUs, DepEd is pushing for decentralization — letting schools take charge of their own resources.

The Step-by-Step Process

The new order provides a clear flowchart for how schools move from non-IU to IU status. Here’s the simplified version:

1. Identification – Finance Service divisions (FS-BD and FS-AD) list schools that are still non-IUs and recommend them for conversion.

2. Verification – Regional and division offices confirm if these schools are ready.

3. DBM Coordination – The Department of Budget and Management (DBM) issues or activates organization codes for the schools.

4. Budget Release – Once approved, DepEd’s Finance Service releases the school’s budget, Sub-Allotment Release Order (Sub-ARO), and Notice of Cash Allocation (NCA).

5. Monitoring & Reporting – Schools must report how funds are used, with DepEd conducting assessments and year-end reviews.

📌 Timeline: Most of these steps happen between January and May of the year, ensuring schools are ready to operate with autonomy before midyear.

Criteria for Conversion

Not every school can immediately become an IU. According to the order, a school must:

• Have an organization code from DBM.

• Have a filled principal position (no vacancy).

• Have financial staff (bookkeeper and disbursing officer) in place.

DepEd also promises technical assistance so schools can meet reporting requirements for agencies like the Commission on Audit (COA) and Congress.

Did You Know?

• The original guidelines for school establishment and conversion were issued in DepEd Order No. 40, s. 2014.

• The Philippines has over 47,000 public schools, and many are still non-IUs.

• The push for decentralization aligns with global education trends, where local schools are empowered to make faster, context-based decisions.

Why This Matters

Giving schools fiscal autonomy isn’t just about money. It’s about trust and empowerment. A principal who can directly allocate funds can fix a leaking roof, buy classroom supplies, or support student programs without waiting months for approval.

As someone who’s seen how bureaucracy can slow down even the simplest school projects, I think this move is both practical and overdue. Of course, it also means schools need strong accountability systems — but that’s part of the learning curve.

Moving Forward

DepEd Order No. 033, s. 2025 is more than just paperwork. It’s a step toward making schools more responsive, efficient, and independent. By converting non-implementing units into implementing units, the Department of Education is betting on decentralization as a way to improve public education.

What do you think — should more schools be given fiscal autonomy, or does it risk overwhelming smaller institutions?

DepEd May Suspend Classes October 13–17: What You Need to Know

Ever had one of those weeks when everything seems to happen at once? That’s what students and parents in the Philippines are facing right now. With recent earthquakes shaking Cebu, Davao, and Surigao—on top of flu season hitting hard—the Department of Education (DepEd) may suspend classes October 13–17 to give students a much-needed health break. Let’s unpack what this means and why it matters.

Why DepEd May Suspend Classes October 13–17

When natural disasters and health concerns overlap, schools often become the first to adjust. DepEd is considering a temporary suspension of classes to ensure both safety and wellness.

Here’s why:

• Davao Oriental: On October 10, a magnitude 7.4 earthquake struck off the coast of Manay, followed hours later by a 6.8 aftershock. The tremors triggered tsunami warnings and caused building damage across Mindanao.

• Cebu: Just days earlier, Cebu was rattled by tremors linked to the Mindanao quakes. The Sept. 30 magnitude 6.9 quake in northern Cebu left dozens dead and damaged infrastructure. On October 10, another strong quake from Davao was felt in Cebu, forcing evacuations in government buildings.

• Surigao del Sur: On October 11, a magnitude 6.2 quake hit near Cagwait, Surigao del Sur. It was felt strongly in Davao City and surrounding provinces, with Phivolcs warning of aftershocks and possible damage.

• Flu season: October is a peak month for influenza in the Philippines, and crowded classrooms can accelerate the spread.

• Student well-being: A short break can help students recover physically and mentally, especially after stressful events like earthquakes.

To minimize disruption, DepEd has also indicated that modular and online classes will be in place during the suspension period. This ensures students can continue learning safely from home while schools assess structural safety and communities recover.

Earthquakes and Education in the Philippines

The Philippines has a long history of adjusting school schedules due to natural disasters.

• In 1990, a massive earthquake in Luzon forced schools to close for weeks.

• Typhoons regularly cause class suspensions, with announcements often made just hours before school starts.

• DepEd has standing guidelines that allow local officials to suspend classes during emergencies.

Did You Know? The Philippines experiences an average of 20 earthquakes a day, though most are too weak to be felt. This constant seismic activity is why preparedness drills, like the nationwide “ShakeDrill,” are part of school life.

Health Breaks: More Than Just Rest Days

While earthquakes grab headlines, the health break is equally important. Flu outbreaks can spread quickly in schools, leading to absenteeism and even community-wide health risks.

Some quick facts about flu in the Philippines:

• The Department of Health reports that flu cases typically spike between June and November.

• Children are among the most vulnerable groups, often bringing the virus home to families.

• Preventive breaks, like the one being considered, can slow down transmission.

Common Questions About Class Suspensions

Q: Will classes move online during the suspension?

A: Yes. DepEd has clarified that modular and online learning will continue so students don’t fall behind. Printed modules will be distributed in advance, and schools with internet access will hold virtual sessions.

Q: How will parents know if suspensions are official?

A: DepEd usually posts announcements on its official website and social media pages. Local government units also release advisories.

Q: Do suspensions apply nationwide?

A: Not always. Sometimes they’re localized, depending on the impact of earthquakes or health concerns in specific regions.

A Personal Take

I remember being a student when classes were suddenly suspended due to a typhoon. At first, it felt like an unexpected holiday, but looking back, it was really about safety and giving families time to prepare. The same logic applies here—these breaks aren’t just about missing school, they’re about protecting lives and giving everyone a chance to breathe. Having online and modular classes now makes it easier to keep learning without the stress of unsafe classrooms.

Staying Safe and Healthy

Whether or not DepEd suspends classes October 13–17, the message is clear: safety and health come first. The recent earthquakes in Cebu, Davao, and Surigao are a stark reminder of the country’s vulnerability, while flu season highlights the importance of rest and prevention. With modular and online classes in place, students can stay safe while continuing their education.

What do you think—should schools take more proactive breaks during times like these? Share your thoughts in the comments or pass this along to someone who might need the update.

Role of the Learners in the Prevention of Bullying: A Practical Guide for Filipino Students and Teachers

Ever wondered how much power students really have to stop bullying at school? The Role of the Learners in the Prevention of Bullying is bigger than you think — and it starts with small, everyday choices.

Students and teachers in the Philippines can use clear steps and shared responsibility to make classrooms safer. This guide explains what learners must do, why it matters, and practical ways to act now.

What the Role of the Learners in the Prevention of Bullying Means

Learners are not just bystanders. They are active agents in keeping schools respectful and safe. The responsibilities below summarize what learners should do and how teachers can support them.

• Participate in prevention programs. Join workshops, assemblies, peer mentoring, and class discussions about bullying.

• Know the rules. Familiarize yourself with the school’s anti-bullying policy so you can spot violations and know how to act.

• Avoid harmful behavior. Refrain from teasing, spreading rumors, excluding classmates, or any act that contributes to bullying.

• Report incidents. Tell teachers, guidance counselors, or trusted staff about bullying or signs that it might happen.

Why Learner Participation Matters

Learner action changes school culture. When students speak up, bullies lose power and victims gain support. Teachers can’t see everything; peers often witness early signs first. A student-led culture of respect reduces fear and improves learning for everyone.

Did You Know?

• Peer reporting often leads to earlier intervention, which cuts the duration and harm of bullying.

• Small acts—like inviting someone to sit with you or calling out unkind jokes—shift social norms faster than one-off speeches.

Step-by-Step: How Students Can Take Action

1. Learn the policy. Read your school’s anti-bullying rules. Keep the steps for reporting handy.

2. Join prevention activities. Volunteer for peer support groups, buddy systems, or class projects that promote empathy.

3. Practice safe reporting. Report incidents in a way that protects the victim: use an adult mediator, anonymous forms if available, or a counselor.

4. Be an active bystander. Intervene safely: distract, check in with the target, or get a teacher. Never escalate the situation.

5. Model respectful behavior. Use inclusive language, challenge stereotypes, and celebrate differences.

6. Support the harmed student. Offer to walk with them to class, listen without judgment, and encourage them to get help.

7. Reflect and learn. After incidents, discuss as a class what happened and how to prevent repeat cases.

How Teachers Can Empower Learners

• Make rules visible. Post the anti-bullying policy and reporting steps around school.

• Train peer leaders. Teach student leaders to mediate minor conflicts and guide classmates to adults.

• Create safe reporting channels. Provide anonymous drop boxes, digital forms, or regular check-ins with counselors.

• Celebrate positive actions. Recognize students who model respect and intervene constructively.

Common Questions Students Ask

Q: Will I get in trouble for reporting someone?

A: No. Reporting is part of a student’s duty and helps protect everyone.

Q: What if the bully is my friend?

A: Prioritize safety. Talk privately with an adult and encourage your friend to stop; reporting still protects the victim.

Q: How do I report without making it worse?

A: Use trusted adults, anonymous systems if available, or ask for a mediator so the victim isn’t exposed further.

Cultural Notes and History (Philippine Context)

• Filipino schools often emphasize harmony and respect, which can make speaking up feel uncomfortable; framing reporting as care for community helps bridge that gap.

• Traditional “hiya” (sense of shame) sometimes prevents victims from coming forward; peer support counters this by normalizing help-seeking.

• Many schools in the Philippines now include anti-bullying policies aligned with national education guidelines; learners are explicitly tasked with participating and reporting.

Personal Insight

When I was in school, one student’s simple act—walking with a classmate who was being left out—changed how others treated them. That small choice showed me that learners set the tone. Teachers provide the rules, but students provide the everyday culture.

Quick Checklist for Learners

• Read the anti-bullying policy this week.

• Join or start a peer support group.

• Memorize one safe phrase to use when intervening (e.g., “Let’s stop that.”).

• Tell a teacher about any bullying you see or hear.

Takeaway: learners who act responsibly create safer classrooms and stronger communities.

The Role of the Learners in the Prevention of Bullying is simple: learn the rules, refuse harmful behavior, report when needed, and support one another. What will you do this week to make your school kinder? Share a step below or tell us a story.

How DepEd Teachers Can Lead with Care: A Practical Guide to the Revised IRR of RA 10627

Ever walked into a classroom and felt the tension between two students before it even becomes a problem? Preventing that moment is exactly what the Revised IRR of RA 10627 — the Anti-Bullying Act — asks schools to do. This post gives DepEd teachers clear, usable steps to meet their roles and responsibilities under the Revised IRR of RA 10627 and build safer classrooms.

What the Revised IRR Means for You as a Teacher

The Revised IRR of RA 10627 names teaching and non-teaching personnel as frontline responders to bullying. Your job is both preventive and reactive: you help stop bullying before it starts, support students who are hurting, and report incidents when needed. This isn’t extra paperwork; it’s part of creating a safe learning environment.

• Participate in training: Ongoing professional development is mandatory and practical — learn current, evidence-based strategies for intervention and reporting.

• Aid victims and precursors: Support includes listening, documenting, and connecting learners to counseling.

• Report incidents: Report bullying within school property and within a two-kilometer radius of the school, even if the incident seems resolved.

• Monitor interactions: Regularly observe group dynamics, online interactions related to school, and play areas where unsupervised incidents happen.

• Partner with parents: Establish regular, constructive teacher-parent communication to prevent recurrence.

Step-by-Step: Responding to a Bullying Report

1. Listen and document — Receive the report calmly, record what the learner says, and note dates, times, witnesses, and locations.

2. Ensure safety — Separate the students, offer immediate support to the victim, and remove immediate threats.

3. Report to designated authorities — Follow your school’s reporting flow to the principal or school head and the learner formation officer.

4. Coordinate support — Work with the school counselor, school counselor associate, and parents to plan interventions.

5. Follow up — Monitor both the victim and the alleged offender; document progress and any repeated incidents.

Did You Know?

• Schools must review bullying reports quarterly, with the principal, counselor, and learner formation officer meeting to assess prevention strategies and case handling.

• The two-kilometer reporting radius is intended to capture incidents that happen during commutes or near school hangouts.

• Teacher-parent collaboration is explicitly required, not optional, under the Revised IRR.

Practical Prevention Tactics Teachers Can Use Today

• Start class with a brief "check-in" to surface tensions early.

• Rotate seating and cooperative groups to reduce repeated negative interactions.

• Use role-play and restorative conversations to teach empathy and conflict resolution.

• Create a clear, visible reporting box or digital form so students know how to report safely.

• Build peer support systems like buddy programs or classroom mediators.

Mini Q&A

Q: Do I have to report every small conflict?

A: Report behaviors that fit the bullying definition or show clear precursors; document patterns even if each incident seems minor.

Q: What if parents resist involvement?

A: Keep communication factual and focused on the student’s well-being; involve the learner formation officer or principal if needed.

Q: How often do we meet about bullying reports?

A: The Revised IRR requires quarterly reviews among designated school officers for all reports and strategies.

Cultural and Historical Context for Filipino Classrooms

• The Anti-Bullying Act (RA 10627) was passed to address rising concerns about peer abuse and its impact on children's learning and mental health.

• Filipino classrooms often emphasize close-knit relationships; teachers can leverage this cultural strength to foster collective responsibility.

• Many Filipino schools already use values education and discipline programs; the Revised IRR encourages integrating anti-bullying strategies into these existing frameworks.

• Community norms and family dynamics strongly influence school behavior; effective interventions often include home visits or parent education sessions.

Personal Touch

I once observed a teacher transform morning check-ins from perfunctory greetings into honest, two-minute conversations. She noticed one quiet student suddenly jittery and found out his classmates were excluding him during group work. A simple seating change and a mediated conversation diffused the situation. Small, consistent actions like that add up more than one-off assemblies.

Final Notes and Next Steps

Teachers are central to making the Revised IRR of RA 10627 work in real life. Regular training, careful documentation, strong teacher-parent collaboration, and a habit of early intervention turn policy into protection. How will you change one routine this week to make your classroom safer under the Revised IRR of RA 10627?