Legal Basis of Values Education in the Philippines

Values education in the Philippines is guided by various legal frameworks

that aim to promote moral development, civic responsibility, and ethical
standards among students. These frameworks are rooted in the country’s
Constitution, specific laws, and educational policies that have evolved over
time to meet the changing needs of Filipino society.

1. The 1987 Philippine Constitution

The 1987 Philippine Constitution provides the foundational legal basis for
values education. Several provisions emphasize the importance of moral and
ethical education in shaping responsible and productive citizens.

 Article II, Section 13:

o "The State recognizes the vital role of the youth in nation-

building and shall promote and protect their physical, moral,
spiritual, intellectual, and social well-being. It shall inculcate in
the youth patriotism and nationalism, and encourage their
involvement in public and civic affairs."

o Explanation: This provision underscores the State’s

commitment to the holistic development of the youth, including
their moral and ethical education. It highlights the importance of
instilling values such as patriotism, nationalism, and civic
responsibility, which are integral to nation-building.

 Article XIV, Section 3(2):

o "All educational institutions shall inculcate patriotism and

nationalism, foster love of humanity, respect for human rights,
appreciation of the role of national heroes in the historical
development of the country, teach the rights and duties of
citizenship, strengthen ethical and spiritual values, develop
moral character and personal discipline, encourage critical and
creative thinking, broaden scientific and technological
knowledge, and promote vocational efficiency."

o Explanation: This provision mandates that all educational

institutions in the Philippines integrate values education into
their curricula. The focus is on developing moral character,
ethical values, and personal discipline, along with critical and
creative thinking, as part of the broader educational goals.
2. Republic Act No. 10533 (Enhanced Basic Education Act of 2013)

Republic Act No. 10533, also known as the Enhanced Basic Education Act of
2013, is one of the key laws that further reinforces the importance of values
education within the Philippine basic education system.

 Section 5: Curriculum Development:

o "The curriculum shall be learner-centered, inclusive and

developmentally appropriate; relevant, responsive and research-
based; culture-sensitive; contextualized and global; and shall use
pedagogical approaches that are constructivist, inquiry-based,
reflective, collaborative and integrative."

o Explanation: This section emphasizes the need for a values-

laden curriculum that is responsive to the needs of students and
the society. It encourages the integration of values education
across subjects, making it a core component of the learning
experience. The curriculum is designed to be holistic, addressing
not just cognitive development but also the moral and ethical
growth of students.

 Implementation: The implementation of RA 10533 involves the

integration of values education in all subject areas, especially in the
Araling Panlipunan (Social Studies), Edukasyon sa Pagpapakatao (EsP),
and other related subjects. The Department of Education (DepEd) is
tasked with developing and continuously updating the curriculum to
ensure that it remains relevant and effective in instilling values.

3. Republic Act No. 8491 (Flag and Heraldic Code of the Philippines)

Republic Act No. 8491, also known as the Flag and Heraldic Code of the
Philippines, includes provisions that emphasize the teaching of patriotism,
respect for national symbols, and love of country, which are integral aspects
of values education.

 Section 1:

o "This Act shall be known as the ‘Flag and Heraldic Code of the
Philippines’."

o Explanation: While primarily focused on the proper use and

display of the Philippine flag and other national symbols, this law
also has implications for values education, particularly in
promoting patriotism and respect for the country’s heritage.
 Schools are required to teach students the significance of these
symbols as part of their values education.

 Implementation: Educational institutions are required to include

lessons on the history and meaning of national symbols, the proper
conduct during the flag ceremony, and the significance of national
holidays. This is often integrated into the curriculum of Araling
Panlipunan and Edukasyon sa Pagpapakatao.

4. Department of Education Policies and Orders

The Department of Education (DepEd) has issued various policies and orders
to ensure the effective implementation of values education in the Philippine
educational system.

 DepEd Order No. 8, s. 2015 (Policy Guidelines on Classroom

Assessment for the K to 12 Basic Education Program):

o This order provides guidelines on the assessment of values

education, emphasizing that assessment should not only focus
on cognitive understanding but also on the demonstration of
values in real-life situations.

o Explanation: The order ensures that values education is

assessed holistically, considering both the knowledge and the
application of values by students in their daily lives.

 DepEd Order No. 31, s. 2012 (Policy Guidelines on the

Implementation of the Grades 1 to 10 of the K to 12 Basic
Education Curriculum):

o This order integrates values education into the K to 12

curriculum, with Edukasyon sa Pagpapakatao (EsP) as a
dedicated subject focused on the development of moral and
ethical values.

o Explanation: The inclusion of EsP as a core subject highlights

the importance of values education within the broader
educational framework. The curriculum for EsP covers topics
such as moral decision-making, responsible citizenship, and
personal discipline.

5. The Philippine Development Plan (PDP) 2017-2022

The Philippine Development Plan 2017-2022 includes education and values
formation as key components in achieving the country’s long-term
development goals. The plan recognizes the role of education in developing
citizens who are not only skilled and knowledgeable but also morally
grounded and socially responsible.

 Human Capital Development:

o The PDP emphasizes the need for a well-rounded education that

includes values formation as a means to develop human capital
that can contribute to national development.

o Explanation: This plan underscores the importance of values

education in fostering a population that is equipped not only with
technical skills but also with the moral compass necessary for
ethical decision-making and responsible citizenship.

6. Implementation of Values Education in the Philippines

Values education in the Philippines is implemented through various means,

both formal and informal, within the educational system. The following are
key aspects of how values education is implemented:

 Edukasyon sa Pagpapakatao (EsP):

o EsP is the primary subject dedicated to values education in the K

to 12 curriculum. It is designed to develop students’ moral
reasoning, ethical understanding, and personal discipline. The
curriculum includes topics on human dignity, family relationships,
community involvement, and national identity.

o Implementation: Teachers are trained to deliver the EsP

curriculum using a variety of methods, including discussions,
case studies, role-playing, and community service projects. The
subject is taught from elementary to senior high school, with
content that becomes progressively more complex and relevant
to students' lives.

 Integration Across Subjects:

o Values education is not limited to EsP but is integrated across

other subjects such as Araling Panlipunan (Social Studies),
Filipino, and even Science and Mathematics. Teachers are
encouraged to incorporate discussions on ethical issues, civic
responsibility, and personal values within their lessons.
 o Implementation: For example, a lesson in Araling Panlipunan
might include a discussion on the ethical implications of
historical events, while a Science lesson might explore the moral
considerations of technological advancements.

 Co-curricular and Extra-curricular Activities:

o Schools implement values education through various co-

curricular and extra-curricular activities, such as leadership
programs, community service, religious activities, and school
ceremonies.

o Implementation: Activities like the daily flag ceremony,

participation in civic activities, and involvement in student
organizations provide practical opportunities for students to
practice the values they learn in the classroom.

 Teacher Training and Development:

o The effective implementation of values education depends on

well-trained teachers who can model and teach values
effectively. DepEd provides continuous professional development
for teachers to enhance their skills in delivering values
education.

o Implementation: Teacher training programs often include

workshops on ethical pedagogy, classroom management that
fosters positive values, and strategies for integrating values
education across the curriculum.

 Parental and Community Involvement:

o Values education is most effective when supported by the

broader community, including parents, local leaders, and civic
organizations. Schools often engage parents through seminars,
workshops, and regular communication to ensure that values
education extends beyond the classroom.

o Implementation: Parents are encouraged to reinforce the

values taught in school at home, and community leaders may be
invited to speak to students about the importance of civic
responsibility and ethical behavior.

Conclusion
The legal basis for values education in the Philippines is comprehensive,
reflecting the importance of moral and ethical development in the nation’s
educational system. Through constitutional provisions, specific laws like the
Enhanced Basic Education Act of 2013, and various DepEd policies, the
Philippine government ensures that values education is a central component
of the curriculum. The implementation of values education is multifaceted,
involving formal subjects like Edukasyon sa Pagpapakatao, integration across
other subjects, co-curricular activities, and the involvement of teachers,
parents, and the community. This holistic approach aims to develop students
who are not only academically competent but also morally grounded and
socially responsible citizens.