HUMAN RIGHTS EDUCATIONIN PHILIPPINE SCHOOLS
Analysis of Education Policies and Survey of Human Rights AwarenessbyLolita H. Nava, Zenaida Q. Reyes, Maria Carmela T. Mancao,
Maria Victoria C. Hermosisima, and Felicia I. Yeban

Human Rights Education in Philippine Schools: Analysis of Education
Policies and Survey of Human Rights Awareness was publishedby the Center for Research and Development in Education,
Philippine Normal University, Taft Avenue, Manila

EDITOR
Jefferson R. Plantilla
HURIGHTS OSAKA
1-2-1-1500 Bentencho
Minato-ku, Osaka 552-007 Japan
www.hurights.or.jp

LAY-OUT AND COVER DESIGNMaribel G. Gerundio

ISBN: 978-971-56-016-5
Copyright© 2006

All rights reserved.
No part of this report may be reproduced or transmitted in any formor by any means without the prior written consent of the Center
for Research and Development in Education, Philippine
Normal University, and HURIGHTS, OSAKA

Printed by R.P. PrinterManila, Philippines

Table of Contents
Acknowledgmentv

Preface

ViIntroductionvii

Chapter I. Education Policies and Human Rights Awareness
Survey: Summary of Analysis and Over-all
Recommendations

1

Chapter II. National Policies on Human Rights Education inSchools

26

Chapter III. Survey of Human Rights Awareness Among
Secondary Students in Selected Schools

59

References

122

Appendices125

A. Executive Order No. 27

126

B. DECS Order No. 61, s.1987

129

C. CHED Memorandum No. 31, s. 1996

132

D. Human Rights Awareness Survey Questionnaire for
Secondary School Students

133

E. Focus Group Discussion Questions for Teachers

142

F. Questions for Focus Group Discussions for Students

144

G. Sample Letter of Request

145

H. List of Participating Schools

146

Acknowledgment
The authors would like to acknowledge the following for their contribution in thefruition of this research:
The Asia-Pacific Human Rights Information Center (HURIGHTS OSAKA) based inOsaka, Japan for having commissioned the project to the Center for Research andDevelopment in Education (CREDE) of the Philippine Normal University, Manila.
Professor Yoshio Kawashima, former Director of HURIGHTS OSAKA, for his
support for this project during his term of office.
Mr. Osamu Shiraishi, current Director of HURIGHTS OSAKA, for continuing thesupport for the project and meeting the Project Director (Dr. Lolita Nava) in a visit
to HURIGHTS OSAKA to submit the research report and be oriented on its servicesand programs.
Atty. Jefferson R. Plantilla, Chief Researcher in HURIGHTS OSAKA, who
painstakingly took on difficult and multifarious roles in this project - facilitator,
collaborator, writer and editor, but above all, a friend who inspires.
Dr. Nilo L. Rosas, former President of the Philippine Normal University and Dr.
Jesus A. Ochave, Vice President for Planning, Research and Extension for being
consultants of the project.
The other Researchers, Professor Grace S. Corcega-Chan, Professor Lucila R.
Fetalvero and Dr. Nerissa S. Tantengco for assisting in the data gathering.
The Principals, Teachers, Students and Administrative Staff of the 26 schools in NCR,Regions IV, VII and ARMM for their wholehearted support as participants of thestudy.
Ms. Elzy Ofreneo of the Commission on Human Rights and Ms. Nerissa L. Losaria ofthe Department of Education for providing their views and policy documents relevantto this research.
Ms. Maribel G. Gerundio of CREDE for all the clerical work from the start of theproject until the publication of this report.
TO ALL OF YOU, THANK YOU VERY MUCH.
L. H. N.
Z. Q. R.
M. T. M.
M. C. H.
F. I. Y.

Preface
Human rights education is an emerging field of study. It started as part of the official
government policy in the Philippine school system after the people power revolution in1986. Hopes and expectations were high that the new government would usher in a
new era of protection for human rights and freedoms, and respect for human dignity.
The hard-earned democratic dividends were perceived as requiring the support of astronger culture of human rights. Hence the schools became the logical target of
initiatives to institutionalize the culture of human rights.
The vision of educating every Filipino child about, for, and in human rights wasofficially recognized by the then President Corazon C. Aquino when she issued the 1986
executive order requiring all educational institutions at all levels to integrate humanrights into the curriculum. This policy was subsequently enshrined in the 1987
Constitution which recognizes teaching of respect for human rights as one of the goals ofPhilippine education. The clear mandate for human rights education widened the space
for the civil society, academe, and relevant government agencies to implement programs
aimed at integrating human rights into the school system.
The different and numerous human rights education initiatives undertaken since 1986
were informed more by the excitement to immediately respond to the opportunity
afforded by the legal mandate rather than by well defined research data. Inevitably, theexperiences generated by the human rights education efforts of the different stakeholders
needed to be re-visited and evaluated to systematize the knowledge that has beencreated.
This research, an evaluation of the Philippine experience on human rights education in
the school system, is a step towards generating data that can guide practitioners andpolicymakers in directing the course of human rights education as an emerging field. It
is only through a more scientific approach that the general public can be convinced that
educating about, for, and in human rights produces desired results.
There are basic questions needing answers: Is human rights education creating any
impact at all? Is it merely driven by faith or inspired by science? This and similar
researches provide some answers.
LOLITA H. NAVA
Project Director