THIRTEENTH CONGRESS OF THE REPUBLIC) 
'& !',y 
16 i'3 :lit; 
L . - L  
, I  
OF THE PHILIPPINES 
1 
First Regular Session 
) 
Introduced by Senator Miriam Defensor Santiago 
EXPLANATORY NOTE 
The Constitution, Article XIV, Section 3 (2) provides: 
[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 
effciency.(Emphasis supplied) 
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 of true education. I' 
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. 
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 talces 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. 


THIRTEENTH CONGRESS OF THE REPUBLIC) 
OF THE PHILIPPTNES 
1 
First Regular Session 
) 
SENAT? 
.: 
S.B. No. 
Introduced by Senator Miriam Defensor Santiago 
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 the House of Representatives of the Philippines in 
Congzss ossembled 
SECTION I. Short Title. - This Act shall be known as “Compulsory Teaching of Ethics 
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 educatioiial system. 
SECTION 3. Definition of Ternzs. - As used in this Act, the following terms shall mean: 
1. “Ethics” - conformity to the accepted, honorable, and professional standards of 
conduct in government and in private life; 
2. ‘Values” - normative standards which influence human beings in their choice among 
the alternative courses of action which they perceive; 
3. “DepEd” -the Department of Education; 
4 “CHED’ - the Commission on Higher Education. 
5. “Elementary school” - Grades 1 to 7 of primary education. 
6. “Bridge Program” - an intensive one-year program focused on three foundation 
subjects namely English, Science and Math It enables students to become hlly prepared for 
the regular four-year high school curriculum. 
7. “High School” -first year to fourth year of secondary education. 


8. “University” - 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. 
SECTION 4. Compulsory Teaching ofa 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.g., Legal Ethics for law schools, Medical 
Ethics for medical schools, Military Ethics for the Philippine Military Academy and other 
military schools, etc. 
SECTION 5. Ethics and Values formation Syllabus. - 
1. 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, Iaws, ordinances, and 
moral codes that is expected from all members of a group or society; 
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; 
b. 
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 concentrates on procedural safeguards to prevent abuse of 
authority and on moral obligation of public servants; 


e. 
THE ETHICS OF PUBLIC POLICY DETERMINATION. - This level 
concerns making moral judgments about public policies in which equity 
and fairness are important considerations; 
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. 
f 
2. SUPPLEMENTARY TOPICS. - This curriculuni 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 6. 1ntplen2enting 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. 
SECTION 7. Educational Maferinls. - 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. 


SECTION 8. Sepambili@ 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 9. Repealing Clazise. - Any law, presidential decree or issuance, executive 
order, letter of instruction, administrative order, rule or regulation contrary to, or inconsistent 
with, the provision of this Act is hereby repealed, modified or amended accordingly. 
SECTION 10. Efectzviw Clause. - This Act shall take effect fifteen days (15) days after 
its publication in at least two (2) newspapers of general circulation. 
Approved, 
/alp, aea, jpa