Republic of the Philippines
HOUSE OF REPRESENTATIVES
Quezon City, Philippines

SIXTEENTH CONGRESS
First Regular Session

House BILLNo.__2477

EXPLANATORY NOTE
The Constitution, Article XIV, Section 3 (2) provides that:

[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 the vocational efficiency.
(Emphasis supplied)

‘Schools are tasked with creating knowledgeable individuals of good character. In
the words of Dr. Martin Luther King, Jr., fe must remember that intelligence is not
enough. Intelligence, plus character, that is the goal of true education."

The root of the crisis facing the Filipinos in the past decades is moral in nature
Since the People Power Revolution of 1986, public and private sectors have responded
to the call for social transformation and value recovery by introducing reforms in
education. Various groups and institutions such as the Association of Philippine Colleges
of Arts and Sciences (APCAS), the Catholic Educational Association of the Philippines
(CEAP), not to mention the DepEd, have produced various programs for values
education

In 1988, a need was felt by the Philippine Association for Philosophical Research
(PAPR) to lay down the theoretical philosophical foundations of values education. Many
teachers at the elementary and high school levels were then practitioners of various
programs and projects on values education without being aware of the philosophical
underpinnings of the practice. In January 1989, DepEd and the Ateneo de Manila
University, with the encouragement of George F. McLean, O.M.I., of the Council for
Research in Values and Philosophy, held a roundtable discussion on “The Philippine
Context of Values Education.” The forum gathered experts from various disciplines and
focused on the value resources of the Filipino people, the contemporary transformation
of values and their implications for education.

In 1995, the Office of the Ombudsman signed a memorandum of agreement with
the DepEd for the development and publication of “anti-corruption” modules for
elementary and high school students.

In 2000, the Office of the Ombudsman and DepEd have finally produced two
volumes of "Graft and Corruption Prevention Modules,” one each for the elementary and
secondary levels. The modules, as provided in the memorandum of agreement, are
intended to "awaken the students’ consciousness towards being honest and responsible
citizens of their community." The development of the modules was based on the
concepts and values specified in Republic Act No. 6713 or the Code of Conduct and
Ethical Standards for Public Officials and Employees. These concepts, as defined in the
volumes, include commitment to public interest, professionalism, justness and sincerity,
political neutrality, responsiveness to the public, nationalism and patriotism, commitment
to democracy, and simple living.

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At present, the DepEd has plans of formulating a curriculum specifically for
values formation. The proposed character education program shall absorb or replace the
current "Makabayan” subject in basic education. The new course takes the cue from the
Presidential Council on Values Formation (PCVF), made up of top religious and moral
leaders. In its first meeting on 13 September 2004 chaired by President Gloria
Macapagal Arroyo, the PCVF urged a return to basics in values education by giving it
special attention in the elementary and high school

Lack of strong moral foundation breeds corruption in the government. It is high
time to inquire into the strengths and weaknesses of the Filipino people with a view to
solving social ills and strengthening our nation's moral fiber. Grave problems require
grave solutions. Nothing less than the intensive absorption of ethical values, through an
educational system, can stem the continuing dominance of the culture of corruption in
the Philippines today.

Accordingly, this bill seeks to make a separate course on Ethics compulsory at all
levels of grade school, high school, and at every college, with a compulsory Ethics
course for every profession

y ee i
MARCELINO “MARCY” R. TEODORO

Representative
1st District, City of Marikina


Republic of the Philippines
HOUSE OF REPRESENTATIVES
Quezon City, Philippines

SIXTEENTH CONGRESS
First Regular Session

2477

HOUSE BILL NO.

INTRODUCED BY REP. MARCELINO “MARCY” R. TEODORO

AN ACT
TO MAKE A SEPARATE COURSE ON ETHICS COMPULSORY AT ALL LEVELS OF
GRADE SCHOOL, HIGH SCHOOL, AND EVERY DEGREE COURSE IN ANY
COLLEGE OR UNIVERSITY

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 "Compulsory Teaching of
Ethics Act of 2013."

SEC. 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.

SEC. 3. Definition of Terms. - For the purposes of this Act, the term:

a) "Ethics" means conformity to the accepted, honorable, and professional
‘standards of conduct in government and in private life;

b) "Values" means normative standards which influence human beings in their
choice among the alternative courses of action which they perceive;

¢) "DepEd" means the Department of Education;
d) "CHED" means the Commission on Higher Education;
e) "Elementary school” means Grades 1 to 7 of primary education;

f) "Bridge Program" means an intensive one-year program focused on three
foundation subjects namely English, Science and Math. It enables students to
become fully prepared for the regular four-year high school curriculum;

9) "High School" means first year to fourth year of secondary education; and

h) “University” means all institutions for higher learning with teaching and research
facilities constituting a graduate school and professional schools that award
master’s degrees and doctorates and an undergraduate division that awards
bachelor's degrees.

SEC. 4. Compulsory Teaching of a Separate Subject Called Ethics. - The teaching
of a separate subject called Ethics shall be compulsory at all levels of: elementary
school from Grade 1 to Grade 7; bridge program; high school from first to fourth year;
and in all degree programs offered by colleges and universities. All colleges and
universities shall provide a compulsory 3-unit Ethics course for every profession, e.9.,
Legal Ethics for law schools, Medical Ethics for medical schools, Military Ethics for the
Philippine Military Academy and other military schools, etc

SEC. 5. Ethics and Values Formation Syllabus. -


a) Public Morality. - The main syllabus should include the following six levels of
public morality:
1) 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

2) 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;

3) Service Orientation and Procedural Faimess. - 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
concentrates on procedural safeguards to prevent abuse of authority and
on moral obligation of public servants;

4) 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;

5) The Ethics of Public Policy Determination. - This level concems making
moral judgments about public policies in which equity and faimess are
important considerations;

6) 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.

b) 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.

©) 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.

SEC. 6. Implementing Agencies. - The DepEd Secretary and CHED 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.

SEC. 7. Educational Materials. - It shall be obligatory on all schools, colleges, and
universities to keep in their libraries an adequate number of copies of the textbook,
primer, and leaflet on Ethics to be issued by the DepEd and the CHED. The DepEd and
CHED shall determine the adequacy of the number of books, depending upon the
enrollment of the school, college or university.

SEC. 8. Separability Clause. — Should any provision of this Act be declared invalid or
unconstitutional, the validity or constitutionality of the other provisions shall not be
affected thereby.

SEC. 9. Repealing Clause. — All laws, decrees, executive orders, rules and regulations,
and other issuances or parts thereof which are inconsistent with the provisions of this
Act are hereby repealed, amended or modified accordingly.

SEC. 10. Effectivity. — This Act shall take effect fifteen (15) days after its publication in
at least two (2) newspapers of general circulation.

Approved,