EIGHTEENTH CONGRESS OF THE REPUBLIC OF THE PHILIPPINES
EIGHTEENTH CONGRESS OF THEREPUBLIC OF THE PHILIPPINESFirst Regular SessionSENATE tIM Uo( tl;r jfri ititnrp'19 AUG-5 P5:l6S. B. NO. 6 0RECEIV Dir,;Introduced by SENATOR JOEL VILLANUEVAAN ACT INSTITUTING VALUES EDUCATION IN THE K-12CURRICULUM AND ENHANCING THE EDUKASYON SAPAGPAPAKATAO PROGRAM BY INCORPORATING THETEACHING OF GOOD MANNERS AND RIGHT CONDUCT ANDINCLUDING CHARACTER BUILDING ACTIVITIESEXPLANATORY NOTEThe Philippine Republic has always upheld human, ethical, moral, andspiritual universal and inter-religious values.Article XIV, Section 8 of the 1935 Philippine Constitution asserts thefirst official state policy on values education, and provides that “[a]lleducational institutions shall aim to develop moral character, personaldiscipline, civic conscience and vocational efficiency, and teach the duties ofcitizenship.”Meanwhile, Article XIV, Section 4 of the 1973 Constitution adds that“[a]ll educational institutions shall aim to inculcate love of country, teach theduties of citizenship and develop moral character, personal discipline andscientific, technological and vocational efficiency.”The present 1987 Constitution is replete with the same affirmations. Inthe preamble it states: "We, the sovereign Filipino people, imploring the aid ofAlmighty God in order to build a just and humane society and establish agovernment that will embody our ideals and aspirations, promote the commongood, conserve and develop our patrimony, and secure to ourselves and ourposterity the blessings of independence and democracy under the rule of lawand regime of truth, justice, freedom, love, equity and peace, do ordain andpromulgate this Constitution.”
Article II, Section 2, Section 13 and Section 17 also echoes this, asfollows:A rticle II, Section 2. All educational institutions shall inculcate patriotism andnationalism , foster love of hum anity, respect of human rights, appreciation ofthe role of national heroes in the historical developm ent of the country, teachthe rights and duties o f citizenship, strengthen ethical and spiritual values,develop moral character and personal discipline, encourage critical andcreative thinking, broaden scientific and technological knowledge, andprom ote vocational efficiency.A rticle II, Section 13. The State recognizes the vital role o f the youth innation-building and shall prom ote and protect their physical, moral, spiritual,intellectual and social well-being. It shall inculcate in the youth: patriotism andnationalism , and encourage their involvem ent in public and civic affairs.A rticle II, Section 17. The state shall give priority to education, science andtechnology, arts, culture and sports to foster patriotism and nationalism ,accelerate social progress, and prom ote total human liberation anddevelopm ent.From these Constitutional provisions, it is clear that the State mustaspire to develop an enlightened, nationalistic, creative, productive anddisciplined citizenry, with strong ethical and spiritual values. It calls teachersand educators to consider values education as an integral part of thecurriculum. It is therefore our long overdue and mandatory duty to legislateinto law the integration of Values Education into our educational system. Suchvalues education must be comprehensive and include cognitive, attitudinal,behavioral, and psychomotor aspects of Values Education,In 1988, the then Department of Education Culture and Sports (DECS)has already promulgated a Values Education Program through DECS OrderNo. 6 s. 1988. Accordingly, the changes brought about by the peacefulrevolution of 1986, the new expectations for real freedom and democracy, andthe emergence of opportunities for citizens to participate in socialtransformation and nation building all demand a corresponding re-assessmentin the values, attitudes and behaviors of the people.Yet, while the DECS Values Education Program that evolved into thepresent DepEd K-12 Edukasyon sa Pagpapakatao Program relentlesslysought to hone learner's inner authentic freedom and capacity to make moraland ethical decisions and actions, there seems a resurgence, especially, butnot restricted among the younger generations, of behaviors and attitudescontrary to the same human, ethical, moral, and spiritual universal and inter religious values, enshrined in and upheld by the Constitution.Corrupt and ungodly practices, drug addiction, unpatriotic and anti human right stances are rampant in both our public and private institutions, aswell as in our personal, social, economic, and political engagements. A culturewhere impunity, rudeness, disrespect, apathy, duplicity, dishonesty, and anoverarching attitude of repugnance towards the Truth, the Good, and the
Graceful andemergence.Beautifulassumesnormalcy,seems to findvigorousHas our Values Education emphasized so much on the cognitiveattitudinal aspects that the psychomotor-behavioral aspect has been relativelyleft out? It is for this reason that this legislation seeks to incorporate theteaching of Good Manners and Right Conduct (GMRC) and to provide for theinclusion of Character Building Activities in the DepEd K-12 Edukasyon saPagpapakatao Curriculum.Without prejudice to the cognitive-attitudinal aspects of ValuesEducation, this legislation seeks to provide for the teaching of actual goodmanners and right conduct, as well as for the inclusion of actual and authenticactivities where practicing good manners and right conduct builds learnercharacter.The immediate passage of this bill is earnestly sought.SENATOR/aOEL VILLANUEVA
EIGHTEENTH CONGRESS OF THEREPUBLIC OF THE PHILIPPINESFirst Regular SessionSENATEo( il;r &rcvftnvp 1»ME-51*5s. B. no.860RtCEIV; - 0 „Introduced by SENATOR JOEL VILLANUEVAAN ACT INSTITUTING VALUES EDUCATION IN THE K-12CURRICULUM AND ENHANCING THE EDUKASYON SAPAGPAPAKATAO PROGRAM BY INCORPORATING THE TEACHINGOF GOOD MANNERS AND RIGHT CONDUCT AND INCLUDINGCHARACTER BUILDING ACTIVITIESBe it enacted by the Senate and House of Representatives of the Philippines inCongress ON 1. Short Title. - This Act shall be known as the “ComprehensiveValues Education Act.”SEC. 2. Declaration of Policy. - The State recognizes the vital role of theyouth in nation-building and promotes and protects their physical, moral,spiritual, intellectual and social well-being. The State also recognizes thefundamental role of all educational institutions in the inculcation of patriotismand nationalism, fostering of love of humanity, respect of human rights,appreciation of the role of national heroes in the historical development of thecountry, teaching the rights and duties of citizenship, strengthening ethicaland spiritual values, developing moral character and personal discipline,encouraging critical and creative thinking, broadening scientific andtechnological knowledge, and promoting vocational efficiency.Towards this end, the State shall inculcate in the youth patriotism andnationalism, and to encourage their involvement in public and civic affairs.The State shall also give priority to education, science and technology, arts,culture and sports to foster patriotism and nationalism, accelerate socialprogress, and promote total human liberation and development.
12SEC. 3. Definition of Terms. - The terms in this Act are defined as follows:345a)DepEd shall refer to the Department of Education;b)K-12 Curriculum shall be understood as the subjects comprising thecourse of study in the DepEd K to 12 Program;c)K to 12 Program shall be understood to cover Kindergarten and 12years of Basic Education (six years of Elementary Education, four yearsof Junior High School, and two years of Senior High School);d)Values Education shall pertain to;678910111213141516171819i.The process that gives young people initiation into values whichaims at student grasp of underlying principles, together with theability to act on those principles, and the settled disposition to doso;ii.Different pedagogies, methods or programs that teachers and/oreducators use to create learning experiences for students when itcomes to value questions and valuing processes;Hi.Learning about self and wisdom of life in a self-exploratory,systematic and scientific way through formal 404142434445464748e)Good Manners and Right Conduct shall mean certain and particularuniversally accepted proper modes of behavior and/or ways of actingthat convey respect to those one interacts with;f)Character Building Activities shall mean actual and authentic learningactivities wherein by practicing good manners and right conduct, thecharacter of the learners is formed, shaped, and/or built-up.SEC. 4. Institutionalization of Comprehensive Values Education in the K12 Curriculum. - It is hereby mandated that Values Education shall be anintegral and essential part of the DepEd K-12 Program Curriculum.For this purpose, DepEd shall revise and expand its Edukasyon saPagpapakatao K-12 Curriculum to:a)completely and coherently cover Basic Education from Kindergarten toGrade 12;b)include the teaching of Good Manners and Right Conduct (GMRC); andc)Include clear, distinct, specific,Activities.and concrete Character Building
123456SEC. 5. Coverage and Limits of the Comprehensive Values Education. Values Education shall be an integral and essential part of the DepEd K-12Program Curriculum, without prejudice to the principles of Separation ofChurch and State and Freedom of Religion. As such, Values Education asherein provided shall be within the confines of human, ethical, moral, andspiritual universal and/or inter-religious ive Values Education shall inculcate among our students thebasic tenets of the observance of respect for oneself, others and our elders, ofrespect for intercultural and interreligious diversity, gender equity, ecology andintegrity of creation, peace, and justice, nationalism and global citizenship, aswell as the values of patience, perseverance, industry, honesty and integrity,and good faith in dealing with other human beings along with all otheruniversal values.SEC. 6. Medium of Instruction. - The Mother Tongue-Based MultilingualEducation (MTB-MLE) method as provided for by the K-12 Program shall beadopted in teaching Values Education as provided herein.The DepEd in coordination with the Commission on Filipino Language and incollaboration with academic and research institutions concerned witheducation shall formulate a mother tongue-based multilingual framework forteaching and learning.SEC. 7. Implementing Agency. - DepEd shall be the lead agency inimplementing the provisions of this Act.SEC. 8. Funding. - The amount necessary for the initial implementation ofthis Act shall be sourced from the current budget of the DepEd. Thereafter,the funds necessary for the continuous implementation of this Act shall beincluded in the annual General Appropriations Act.SEC. 9. Implementing Rules and Regulations. - Within ninety (90) daysafter the effectivity of this Act, the DepEd, in consultation with relevantstakeholders, shall issue the necessary rules and regulations for the effectiveimplementation of this Act.SEC. 10. Separability Clause. - If any part or provision of this Act shall beheld invalid or unconstitutional, the other parts or provisions hereof that arenot affected shall remain in full force and effect.SEC. 11. Repealing Clause. - All laws, decrees, or rules inconsistent withthis Act are hereby repealed or modified accordingly.SEC. 12. Effectivity Clause. - This Act shall take effect fifteen (15) days afterits publication in the Official Gazette or in at least two (2) newspapers ofgeneral circulation.Approved,
SEC. 4. Institutionalization of Comprehensive Values Education in the K-12 Curriculum. - It is hereby mandated that Values Education shall be an integral and essential part of the DepEd K-12 Program Curriculum. For this purpose, DepEd shall revise and
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Le genou de Lucy. Odile Jacob. 1999. Coppens Y. Pré-textes. L’homme préhistorique en morceaux. Eds Odile Jacob. 2011. Costentin J., Delaveau P. Café, thé, chocolat, les bons effets sur le cerveau et pour le corps. Editions Odile Jacob. 2010. Crawford M., Marsh D. The driving force : food in human evolution and the future.
Le genou de Lucy. Odile Jacob. 1999. Coppens Y. Pré-textes. L’homme préhistorique en morceaux. Eds Odile Jacob. 2011. Costentin J., Delaveau P. Café, thé, chocolat, les bons effets sur le cerveau et pour le corps. Editions Odile Jacob. 2010. 3 Crawford M., Marsh D. The driving force : food in human evolution and the future.
