EIGHTEENTH CONGRESS OF THE 
REPUBLIC OF THE PHILIPPINES
First Regular Session
SENATE 
S. B. NO. ^ 6 0
© tIM U
o( tl;r jfri ititnrp
'19 AUG-5 P5:l6
RECEIV Dir,;
Introduced by SENATOR JOEL VILLANUEVA
AN ACT INSTITUTING VALUES EDUCATION IN THE K-12 
CURRICULUM AND ENHANCING THE EDUKASYON SA 
PAGPAPAKATAO PROGRAM BY INCORPORATING THE 
TEACHING OF GOOD MANNERS AND RIGHT CONDUCT AND 
INCLUDING CHARACTER BUILDING ACTIVITIES
EXPLANATORY NOTE
The Philippine Republic has always upheld human, ethical, moral, and 
spiritual universal and inter-religious values.
Article XIV, Section 8 of the 1935 Philippine Constitution asserts the 
first official state policy on values education, and provides that “[a]ll 
educational institutions shall aim to develop moral character, personal 
discipline, civic conscience and vocational efficiency, and teach the duties of 
citizenship.”
Meanwhile, Article XIV, Section 4 of the 1973 Constitution adds that 
“[a]ll educational institutions shall aim to inculcate love of country, teach the 
duties of citizenship and develop moral character, personal discipline and 
scientific, technological and vocational efficiency.”
The present 1987 Constitution is replete with the same affirmations. In 
the preamble it states: "We, the sovereign Filipino people, imploring the aid of 
Almighty God in order to build a just and humane society and establish a 
government that will embody our ideals and aspirations, promote the common 
good, conserve and develop our patrimony, and secure to ourselves and our 
posterity the blessings of independence and democracy under the rule of law 
and regime of truth, justice, freedom, love, equity and peace, do ordain and 
promulgate this Constitution.”


Article II, Section 2, Section 13 and Section 17 also echoes this, as
follows:
Article II, Section 2. All educational institutions shall inculcate patriotism and 
nationalism, foster love of humanity, respect of 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.
Article II, Section 13. 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.
Article II, Section 17. The state shall give priority to education, science and 
technology, arts, culture and sports to foster patriotism and nationalism, 
accelerate 
social 
progress, 
and 
promote 
total 
human 
liberation 
and 
development.
From these Constitutional provisions, it is clear that the State must 
aspire to develop an enlightened, nationalistic, creative, productive and 
disciplined citizenry, with strong ethical and spiritual values. It calls teachers 
and educators to consider values education as an integral part of the 
curriculum. It is therefore our long overdue and mandatory duty to legislate 
into law the integration of Values Education into our educational system. Such 
values 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 Order 
No. 6 s. 1988. Accordingly, the changes brought about by the peaceful 
revolution of 1986, the new expectations for real freedom and democracy, and 
the emergence of opportunities for citizens to participate in social 
transformation and nation building all demand a corresponding re-assessment 
in the values, attitudes and behaviors of the people.
Yet, while the DECS Values Education Program that evolved into the 
present DepEd K-12 Edukasyon sa Pagpapakatao Program relentlessly 
sought to hone learner's inner authentic freedom and capacity to make moral 
and ethical decisions and actions, there seems a resurgence, especially, but 
not restricted among the younger generations, of behaviors and attitudes 
contrary 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, as 
well as in our personal, social, economic, and political engagements. A culture 
where impunity, rudeness, disrespect, apathy, duplicity, dishonesty, and an 
overarching attitude of repugnance towards the Truth, the Good, and the


Graceful and 
Beautiful assumes 
normalcy, seems to find vigorous 
emergence.
Has our Values Education emphasized so much on the cognitive- 
attitudinal aspects that the psychomotor-behavioral aspect has been relatively 
left out? It is for this reason that this legislation seeks to incorporate the 
teaching of Good Manners and Right Conduct (GMRC) and to provide for the 
inclusion of Character Building Activities in the DepEd K-12 Edukasyon sa 
Pagpapakatao Curriculum.
Without prejudice to the cognitive-attitudinal aspects of Values 
Education, this legislation seeks to provide for the teaching of actual good 
manners and right conduct, as well as for the inclusion of actual and authentic 
activities where practicing good manners and right conduct builds learner 
character.
The immediate passage of this bill is earnestly sought.
SENATOR/aOEL VILLANUEVA


EIGHTEENTH CONGRESS OF THE 
REPUBLIC OF THE PHILIPPINES
First Regular Session
o( il;r &rcvftnvp
SENATE 
s. B. no.860
•1» ME-5 1*5
RtCEIV; -  0 „
Introduced by SENATOR JOEL VILLANUEVA
AN ACT INSTITUTING VALUES EDUCATION IN THE K-12 
CURRICULUM AND ENHANCING THE EDUKASYON SA 
PAGPAPAKATAO PROGRAM BY INCORPORATING THE TEACHING 
OF GOOD MANNERS AND RIGHT CONDUCT AND INCLUDING 
CHARACTER BUILDING ACTIVITIES
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Be it enacted by the Senate and House of Representatives of the Philippines in 
Congress assembled:
SECTION 1. Short Title. -  This Act shall be known as the “Comprehensive 
Values Education Act.”
SEC. 2. Declaration of Policy. -  The State recognizes the vital role of the 
youth in nation-building and promotes and protects their physical, moral, 
spiritual, intellectual and social well-being. The State also recognizes the 
fundamental role of all educational institutions in the inculcation of patriotism 
and nationalism, fostering of love of humanity, respect of human rights, 
appreciation of the role of national heroes in the historical development of the 
country, teaching the rights and duties of citizenship, strengthening ethical 
and spiritual values, developing moral character and personal discipline, 
encouraging 
critical 
and 
creative thinking, 
broadening 
scientific and 
technological knowledge, and promoting vocational efficiency.
Towards this end, the State shall inculcate in the youth patriotism and 
nationalism, 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 social 
progress, and promote total human liberation and development.


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SEC. 3. Definition of Terms. -  The terms in this Act are defined as follows:
a) 
DepEd shall refer to the Department of Education;
b) 
K-12 Curriculum shall be understood as the subjects comprising the 
course of study in the DepEd K to 12 Program;
c) 
K to 12 Program shall be understood to cover Kindergarten and 12 
years of Basic Education (six years of Elementary Education, four years 
of Junior High School, and two years of Senior High School);
d) 
Values Education shall pertain to;
i. 
The process that gives young people initiation into values which 
aims at student grasp of underlying principles, together with the 
ability to act on those principles, and the settled disposition to do 
so;
ii. 
Different pedagogies, methods or programs that teachers and/or 
educators use to create learning experiences for students when it 
comes to value questions and valuing processes;
Hi. 
Learning about self and wisdom of life in a self-exploratory, 
systematic and scientific way through formal education;
e) 
Good Manners and Right Conduct shall mean certain and particular 
universally accepted proper modes of behavior and/or ways of acting 
that convey respect to those one interacts with;
f) 
Character Building Activities shall mean actual and authentic learning 
activities wherein by practicing good manners and right conduct, the 
character of the learners is formed, shaped, and/or built-up.
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 expand its Edukasyon sa
Pagpapakatao K-12 Curriculum to:
a) 
completely and coherently cover Basic Education from Kindergarten to 
Grade 12;
b) 
include the teaching of Good Manners and Right Conduct (GMRC); and
c) 
Include clear, distinct, specific, and concrete Character Building 
Activities.


SEC. 5. Coverage and Limits of the Comprehensive Values Education. -
Values Education shall be an integral and essential part of the DepEd K-12 
Program Curriculum, without prejudice to the principles of Separation of 
Church and State and Freedom of Religion. As such, Values Education as 
herein provided shall be within the confines of human, ethical, moral, and 
spiritual universal and/or inter-religious values.
Comprehensive Values Education shall inculcate among our students the 
basic tenets of the observance of respect for oneself, others and our elders, of 
respect for intercultural and interreligious diversity, gender equity, ecology and 
integrity of creation, peace, and justice, nationalism and global citizenship, as 
well as the values of patience, perseverance, industry, honesty and integrity, 
and good faith in dealing with other human beings along with all other 
universal values.
SEC. 6. Medium of Instruction. -  The Mother Tongue-Based Multilingual 
Education (MTB-MLE) method as provided for by the K-12 Program shall be 
adopted in teaching Values Education as provided herein.
The DepEd in coordination with the Commission on Filipino Language and in 
collaboration with academic and research institutions concerned with 
education shall formulate a mother tongue-based multilingual framework for 
teaching and learning.
SEC. 7. Implementing Agency. -  DepEd shall be the lead agency in 
implementing the provisions of this Act.
SEC. 8. Funding. -  The amount necessary for the initial implementation of 
this Act shall be sourced from the current budget of the DepEd. Thereafter, 
the funds necessary for the continuous implementation of this Act shall be 
included in the annual General Appropriations Act.
SEC. 9. Implementing Rules and Regulations. -  Within ninety (90) days 
after the effectivity of this Act, the DepEd, in consultation with relevant 
stakeholders, shall issue the necessary rules and regulations for the effective 
implementation of this Act.
SEC. 10. Separability Clause. -  If any part or provision of this Act shall be 
held invalid or unconstitutional, the other parts or provisions hereof that are 
not affected shall remain in full force and effect.
SEC. 11. Repealing Clause. -  All laws, decrees, or rules inconsistent with 
this Act are hereby repealed or modified accordingly.
SEC. 12. Effectivity Clause. -  This Act shall take effect fifteen (15) days after 
its publication in the Official Gazette or in at least two (2) newspapers of 
general circulation.
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Approved,