2020 Annual Report on the Human Rights Situation in the Philippines 81 for building peace, without interference from outside forces. Dialogues should result in, among others, an acknowledgment of the universality of human rights, that indigenous cultural communities must be regarded by all parties as neutral, that ancestral domains are zones of peace, and that achieving transitional justice for the Lumad and other indigenous communities can be achieved by the commitment of all to attain peace through peaceful means. To the Department of Education and Commission on Higher Education 330 Offer education and formation programs. While staying at the shelter, aside from the provision of food and lodging, children in street situations (CISS) must be given access to an education program that includes lessons on proper hygiene, values formation, life skills, and other structured learning activities that could build their character to be more responsible children and citizens. 331 Improve internet accessibility especially for the marginalized sectors such as the poor and the Indigenous peoples. 332 Tap NGOs, CSOs and well-meaning individuals in their locality that can assist them in running such undertakings. 333 Require distance learning in the curriculum of teaching education institutions. 334 Equip schools, teachers, school staff, and students with the necessary online resources and digital tools to ensure continuity of learning even during the COVID-19 pandemic. 335 Capacitate teachers in using online and digital platforms to maximize remote learning. 336 Promote inclusive education and provide the various requirements for learning of persons with disabilities. 337 Prepare a plan for the resumption of face-to-face classes in schools with due consideration to health protocols in the “new normal.” 338 Provide teachers, school staff, and students with mental health/psychosocial support. 339 For DepEd to come-up with mechanisms/structures to ensure the quality and correctness of learning module contents. 340 The Commission urges the Department of Education to create a special, comprehensive program addressing the need of indigenous children to education appropriate to their culture. Beyond this, they must also be provided access, without discrimination, to all institutions of learning of the State. 341 The CHR recognizes the government’s efforts to improve its mental health programs and services before the pandemic through the launch of a multi-sectoral approach for mental health with programs and interventions for workplaces, schools, and communities targeting high-risk groups. It also lauded the positive development in recent years in ensuring the protection of mental health. The Commission also lauded the medical frontliners, including psychiatrists and counselors, for tirelessly working to bring comfort to those who suffer, and the actions taken by the Department of Education (DepEd) to limit screen time for