”!‘& 
ocr -5 p 3  :3<) 
THIRTEENTI-I CONGRESS OF THE REPUBLIC) 
i 
OF THE PHILIPPINES 
1 
i 
First Regular Session 
7 r ) q  n 
L ( 9 i  L 
Introduced by Senator Miriam Defensor Santiago 
EXPLANATORY NOTE 
The Constitution, Article XIV, Section 3 (2) provides: 
“They 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 the vocational efficiency.” (Emphasis 
supplied) 
Parents are the first and most important educators of children. As such, they have the 
primary responsibility of morally educating their children. However, it is a fact that students 
spend most of their waking hours in school. Considering the influence that teachers have over 
their students, it is their duty and obligation to guide the students in their value formation and 
inculcate in them our cherished Filipino values of patriotism, bayanihan, palabra de honor, 
delicudeza, honesty, and respect. 
Schools are taslced with creating knowledgeable individuals of good character. In the 
words of Dr. Martin Luther King, Jr., “We must remember that intelligence is not enough 
Intelligence, plus character, that is the goal oftrue education. ‘ I  
The classroom is a professional environment for learning, and character must be 
explicitly taught there. Teachers can use the classroom both as a forum for direct instruction and 
as an opportunity to lead by example. Our academic institutions must actively support families if 
moral education is to be effective. We are all members of the moral community and are all 
affected by the decisions and behaviors of others. Therefore, every person, as well as every 
institution, shares the responsibility to grow good children into good adults. 
Lack o€ strong moral foundation breeds corruption in the government, crimes, and all 
sorts of malaise in our society. It is high time that the state gives priority to the values and 
character formation of its citizens if we are to achieve a strong republic. This bill seeks to include 
in the curricula of all public and private schools, colleges and universities a comprehensive 
course on ethics and values formation. 


THIRTEENTH CONGRESS OF THE REPUBLIC) 
OF THE PHILIPPTNES 
i 
1 
‘
.
,
.
.
I
 
‘ 3  < 
First Regular Session 
S.B. No. -- 
Introduced by Senator Miriam Defensor Santiago 
AN ACT 
TO INCLUDE IN THE CURRICULA OF ALL PUBLIC AND PRIVATE SCHOOLS, 
COLLEGES AND UNIVERSITIES A COMPREHENSIVE COURSE ON ETHICS AND 
VALUES FORMATION 
Be it enacted by the Senate and the House of Representatives of the Philippines in 
Congress assembled: 
SECTION 1. Short Title. - 
This Act shall be known as “Ethics and Values Formation 
Act of 2004.” 
SECTION 2. Declaration of Policy. - It is the policy of the State to inculcate and 
strengthen the ethics and values of its citizen through the educational system. 
SECTION 3. DeJinition ofTerms. -As used in this Act, the following terms shall mean: 
I. “Ethics” - means conformity to the accepted, honorable, and professional standards 
of conduct in government and in private unit; 
2. “Values” - normative standards which influence human beings in their choice among 
the alternative courses of action which they perceive; 
3. “DepEd” -means the Department of Education; 
4. “CIJED” -means the Commission on Higher Education. 
SECTION 4. Ethics nnd Value-formation Syllabus. - 
I. PUBLIC MORALITY. - The main syllabus should include the following six levels of 
public morality: 


a. 
BASIC HONESTY AND CONFORMITY TO LAW. 
~ 
This level 
describes the basic adherence to the constitution, laws, ordinances, and 
moral codes that is expected from all members of a group or society; 
b. 
CONFLICTS OF INTEREST. - This level deals with the conflict between 
advancing the public interest, which a public official is charged to do, and 
advancing one’s self-interest; 
c. 
SERVICE ORIENTATION AND PROCEDURAL FAIRNESS. - This 
Level deals with the responsibility of public officials to ensure that their 
actions serve the public and that the power they wield is used only for that 
purpose. This concentrate on procedural safeguards to prevent abuse of 
authority and 017 moral obligation of public servants; 
d. 
THE ETHICS OF DEMOCRATIC RESPONSIBILITY. - This level deals 
with the public officials, either elected or appointed, to make moral choices 
consistent with their own values and will of the people; 
e. 
THE ETHICS OF PUBLIC POLICY DETERMINATION. - This level 
concerns malcing moral judgments about public policies in which equity 
and fairness are important considerations; 
f. 
THE ETHICS OF COMPROMISE AND SOCIAL INTEGRATION. - This 
level entails the necessity of give and take, and compromise in a society 
with irreconcilable differences on fundamental issues. 
2. SUPPLEMENTARY TOPICS. -This curriculum should have additional topics and 
studies on the causes, issues, and effects of graft and corruption in the Philippines and in 
other parts of the world, and suggested measures to reform a corrupt environment. 
3. OTHER SUBJECT MATTERS. - Other areas of Ethics and Values formation may be 
included in the syllabus provided that it will not be made in preference of any religion 
and belief, or prohibiting the free exercise thereof. 


SECTION 5. IMPLEMENTING AGENCIES. - The DepEd Secretary and CI-IED 
Chairperson are hereby authorized and directed to adopt a system to implement and carry out the 
provisions of this Act. DepEd and CHED shall, within sixty(60) days from the effectivity of this 
Act, promulgate rules and regulations, including those of disciplinary nature, to carry out and 
enforce the provisions of this Act. 
SECTION 6. Educational Materials. - It shall be obligatory on all schools, colleges, 
and universities to lceep in their libraries an adequate number of copies of the textbook, primer, 
and leaflet to be issued by the DepEd and the CHED. 
The DepEd and CI-IED shall determine the adequacy of the number of books, depending 
upon the enrollment of the school, college or university. 
SECTION 7. Separability Clause. - If any provision or part hereof is held invalid or 
unconstitutional, the remainder of the law or the provision not otherwise affected shall remain 
valid and subsisting. 
SECTION 8. Repealing Clause. - Any law, presidential decree or issuance, executive 
order, letter o f  instruction, administrative order, rule or regulation contrary to, or inconsistent 
with, the provision of this Act is hereby repealed, modified or amended accordingly. 
SECTION 9. ESfectivity Clause. - This Act shall take effect fifteen days (1s) days after 
its publication in at least two (2) newspapers of general circulation. 
Approved, 
/alp, aea, jpa