SIXTEENTH CONGRESS OF THE REPUBLIC 
) 
OF THE PHILIPPINES 
) 
First Regular Session 
) 
SENATE 
S.No. 
19~ 
Introduced by Senator Miriam Defensor Santiago 
EXPLANATORY NOTE 
The Constitution, Article XIV, Section 3 (2) provides: 
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[All educational institutions] shall inculcate patriotism and 
nationalism, foster love of humanity, respect for human rights, appreciation ofthe 
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. 
Schools are tasked 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." 
The root of the crisis facing the Filipino people in 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 
institutions and groups such as the Department of Education (DepEd), the Association of 
Philippine Colleges of Arts and Sciences (APCAS), and the Catholic Educational Association of 
the Philippines (CEAP) \lave introduced various programs for values education. 
In 1988, the Philippine Association for Philosophical Research (PAPR) laid down the 
theoretical philosophical foundations of values education. Many teachers at the elementary and 
high school levels were then practitioners of various programs on values education without being 
aware of its philosophical underpinnings. In January 1989, the DepEd and the Ateneo de Manila 
University 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. 
1 


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, they produced separate volumes of "Graft and Corruption 
Prevention Modules" for the elementary and the secondary levels. 
The modules were 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. The volumes highlighted the values of 
commitment to public interest, professionalism, justness and sincerity, political neutrality, 
responsiveness to the public, nationalism and patriotism, commitment to democracy, and simple 
living. 
Lack of a 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. 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. 
This bill seeks to make a separate course on Ethics compulsory at all levels of elementary 
and secondary education, and at every college, with a compulsory Ethics course for every 
profession.! 
1 This bill was originally filed during the Thirteenth Congress, First Regular Session. 
2 


SIXTEENTH CONGRESS OF THE REPUBLIC 
) 
OF THE PHILIPPINES 
) 
First Regular Session 
) 
SENATE 
S.No. 
192 
Introduced by Senator Miriam Defensor Santiago 
1 
AN ACT 
'13 Jtl -1 
P 4 :30 
2 
MAKING A SEP ARA TE COURSE ON ETHICS COMPULSORY AT ALL LEVELS OF 
3 
ELEMENTARY AND SECONDARY EDUCATION, AND IN EVERY DEGREE COURSE 
4 
IN ALL COLLEGES AND UNIVERSITIES 
Be it enacted by the Senate and the House of Representatives of the Philippines in 
Congress assembled: 
5 
. SECTION 1. Short Title. - This Act shall be known as "Compulsory Teaching of Ethics 
6 
Act." 
7 
SECTION 2. Declaration of Policy. - It is the policy of the State to inculcate and 
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strengthen the ethics and values of its citizen through the educational system. _ 
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SECTION 3. Definition of Terms. - As used in this Act, the term: 
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(A) "Ethics" me~s conformity to the accepted, honorable, and professional ~tandards of 
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conduct in government and in private life; 
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(B) "Values" means normative standards which influence human beings in their choice 
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among their alternative courses of action; 
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(C) "DepEd" means the Department of Education; 
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(D) "CHED" means the Commission on Higher Education; 
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(E) "Elementary education" refers to the second stage of compulsory basic education 
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which is composed of six (6) years. The entrant age to this level is typically six (6) years old; 
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(F) "Bridge Program" means an intensive one-year program focused on three foundation 
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subj ects namely English, Science and Math. It enables students to become fully prepared for the 
20 
secondary education curriculum; 
1 


1 
(G) "Secondary education" refers to the third stage of compUlsory basic education. It 
2 
consists of four (4) years of junior high school education and two (2) years of senior high school 
3 
education. The entrant age to the junior and senior high school levels are typically twelve (12) 
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and sixteen (16) years old, respectively; and 
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(H) "University" means all institutions for higher learning with teaching and research 
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facilities constituting a graduate school and professional schools that award master's degrees and 
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doctorates and an undergraduate division that awards bachelor's degrees. 
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SECTION 4. Compulsory Teaching 0/ a Separate Subject Called Ethics. - 'Phe teaching 
9 
of a separate subject called Ethics shall be compulsory at all levels of: elementary education; 
10 
bridge program; secondary education; and in all degree programs offered by colleges and 
" 
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universities. All colleges and universities shall provide a compulsory 3-unit Ethics course for 
12 
every profession, e.g., Legal Ethics for law schools, Medical Ethics for medical schools, Military 
13 
Ethics for the Philippine Military Academy and other military schools, etc. 
14 
SECTION 5. Ethics and Values/ormation Syllabus. -
, 
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(A) Public MOlality. - The main syllabus should include the following six levels of public 
16 
morality: 
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(1) Basic Honesty and Conformity to Law. - This level describes the basic 
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adherence to the constitution, laws, ordinances, and moral codes that is expected from all 
19 
members of a group or society; 
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(2) Conflicts ofInterest. - This level deals with the conflict between advancing the 
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public interes41which a public official is charged to do, and advancing one's self-interest; 
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(3) Service Orientation and Procedural Fairness. - This level deals with the 
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responsibility of public officials to ensure that their actions serve the public and that the 
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power they wield is used only for that purpose. This concentrates on procedural 
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safeguards' to prevent abuse of authority and on moral obligation of public servants; 
! 
2 


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(4) Ethics of Democratic Responsibility. - This level deals with the public 
2 
officials, either elected or appointed, to make moral choices consistent with their own 
3 
values and will ofthe people; 
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(5) Ethics of Public Policy Determination. - This level concerns making moral 
5 
judgments about public policies in which equity and fairness are important 
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considerations; 
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(6) Ethics of Compromise and Social Integration. - This level entails the necessity 
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of give and take, and compromise in a society with irreconcilable differences on 
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fundamental issues. 
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(B) Supplementary Topics. - This curriculum should have additional topics and studies 
lion the causes, issues, and effects of graft and corruption in the Philippines and in other parts of 
12 
the world, and suggested measures to reform a corrupt environment. 
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(C) Other Subject Matters. - Other areas of Ethics and Values formation may be included 
14 
in the syllabus, provided that it will not be made in preference of any religion and belief, or 
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prohibiting the free exercise thereof. 
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SECTION 6. Implementing Agencies. -
The Secretary of Education and the 
I 
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Commissioners of the CHED are hereby authorized and directed to adopt a system to implement 
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and carry out the provisions of this Act. The Secretary of Education and the CHED 
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Commissioners shall, within sixty (60) days from the effectivity of this Act, promUlgate the rules 
20 
and regulations, including those of a disciplinary nature, to carry out and enforce the provisions 
21 
ofthis Act. 
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SECTION 7. Educational Materials. - It shall be obligatory on all schools, colleges, and 
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universities to keep in their libraries an adequate number of copies of the textbooks, primers, and 
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leaflets on Ethics to be issued by the DepEd and the CHED. The DepEd and CHED shall 
25 
determine the adequ~cy of the number of books, depending upon the enrollment of the school, 
26 
college, or university. 
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SECTION 8. Separability Clause. - If any provision or part hereof is held invalid or 
2 
unconstitutional, the remainder of the law or the provision not otherwise affected shall remain 
3 
valid and subsisting. 
4 
SECTION 9. Repealing Clause. - Any law, presidential decree or issuance, executive 
5 
order, letter of instruction, administrative order, rule or regulation contrary to, or inconsistent 
6 
with, the provision of this Act is hereby repealed, modified, or amended accordingly. 
7 
SECTION 10. Effectivity Clause. - This Act shall take effect fifteen days (15) days after 
8 
its publication in at least two (2) newspapers of general circulation. 
Approved, 
4