INTRODUCTION TO GOOD MANNERS

AND RIGHT CONDUCT

VALUES EDUCATION
Values education has become the burgeoning concern
that has been strongly attracting attention and wide
interest from many sectors all over the world including
Philippine society. Faced with various crises that are
rooted in materialism, many people realize that human
development today is primarily hampered by a crisis of
values.
EDUCATION
Education is a continuing process which goes on throughout
life. It is not merely a preparation for life, but it is life itself. Hence,
educating a person means helping him to develop all his potentials
to the optimum. Moreover, at any point and at any level of
education, the process aims to develop the person to become his
best.
As Kroll puts it, “The aim of education is an education for living.
It gives meaning and direction to all we do – including not only
what, but how and why we might learn any technical information.”
VALUES DEVELOPMENT
 Values development is regarded as a vital component of true
education. Values education is the development and formation of values
which provide standards of behavior deemed desirable or even
necessary by a group of people. The school, through its values education
program, contributes to the moral development of the individual. The
individual develops a rational and voluntarily accepted propulsive force
within himself that results in a desired mode of behavior. Values help the
individual realize himself as a person in the community, responsible for
his own growth as well as for that of his fellow human beings and the
development of society. (SEARRAG, 1978, as cited in Punsalan, 1997).
HISTORY OF VALUES EDUCATION
 As a separate subject in the 1989 New Secondary Education
Curriculum (NSEC), Values Education (VE) is a process every student
goes through to identify, clarify, analyze, and choose values that will
improve his cognitive and affective development and his relationship
with others to prepare him to make choices and decisions today and in
the future (DECS Values Education Framework, 1988).
 Rule of Urbanity, Good Manners and Right Conduct, and
Character Education were once emphasized in elementary schools. In
PRODED, they're called CBA. Religion or Christian Living reinforces
VE in private sectarian schools.
 HISTORY OF VALUES EDUCATION
 Recently, secondary and tertiary values education has gained attention. Values
education at all three levels and projects supporting what the home and school are
doing to build desired values in young people have received much attention.
 Southeast Asian Research Review and Advisory Group (SEARRAG) Research
Team found that values education in the Philippines emphasized content and
inculcation
 In the 1980s, more explicit values education programs were provided in elementary
and secondary schools as part of curriculum reforms. The Department of Education,
Culture, and Sports (DECS) has traditionally stressed teaching values, however Values
Education is only taught in basic and secondary schools. DECS has not legislated
Values Education for the tertiary level, except in the New Bachelor of Secondary
Education (BSE) curriculum (per MECS Order No. 37, s. 1986). (SEARRAG, 1988).
HISTORY OF VALUES EDUCATION
 It can be recalled that official policy statements have been made for values education
in the 1935 Constitution and in the 1973 Constitution, directing all institutions to inculcate
values formation among their students. In addition, Presidential Decree 6-A (1972)
articulated national development goals and national educational aims:
The national development goals include
“… achieving and maintaining an accelerating rate of economic development and social progress” and
“strengthening of national consciousness and the promotion of desirable cultural values in a changing
world.” The national educational aims state in part “… to assist the individual in the peculiar ecology of his
own society to:
a.attain his potential as a human being
b.enhance the range and quality of individual and group participation in the basic
functions of society; and 
c.acquire the essential educational foundation of his development into a productive
and versatile citizen. 
HISTORY OF VALUES EDUCATION
 MECS Order No. 6, s. 1992 specifies the educational purpose for values education at
the elementary level, and its Revised Secondary Education Program in 1973 at the
secondary level.
 The 1987 Constitution mandates building a "just and humane society" and
establishing "a Government that shall 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 a regime
of truth, justice, freedom, love, equality, and peace.“
 TheArticle XIV Sec. 3 mandates all educational institutions to inculcate patriotism and
nationalism, foster love of humanity, respect for human rights, appreciation for the role of
national heroes in the country's historical development, teach the rights and duties of
citizenship, strengthen ethical and spiritual values, develop moral character and personal
discipline, encourage critical and creative thinking, and broaden scientific knowledge.
 HISTORY OF VALUES EDUCATION
 Based on the mandate of the 1987 Constitution, the DECS Values Education
Framework has been developed to serve as a guideline for the implementation of
values education programs in the three levels of education – elementary, secondary,
and tertiary. The Framework provides the values education aims of developing a
Filipino who will be:
1. a self-integrating human person imbued with a sense of human dignity,
2. a social being possessing a sense of responsibility toward his community and environment
3. a productive person who contributes to the economic sufficiency and security of his family
and the nation,
4. a citizen with a deep sense of nationalism committed to the progress and well-being of the
nation as well as all humanity, and
5. a spiritual human being with an abiding faith in Almighty God.
HISTORY OF VALUES EDUCATION

In the K-12 program, Character Education is renamed

Edukasyon sa Pagpapakatao, which aims to hone an
individual’s capacity to make moral and ethical decisions.
It is evident therefore that the need for values education
cannot be underestimated. The aforementioned legal bases
put man as the most basic unit in the society. What he
becomes in this society necessarily makes him the center of
the curriculum and of the entire educational program.
 THE LEGAL FOUNDATION OF VALUES EDUCATION
IN THE PHILIPPINES
DO 41, S. 2003 – VALUES EDUCATION IN THE BASIC EDUCATION CURRICULUM May 22, 2003
DO 41, s. 2003
Values Education in the Basic Education Curriculum
1. To ensure effective implementation of Values Education which is one of the emphases of the restructured Basic
Education Curriculum, values education teachers should be utilized fully to help the other subject area teachers
integrate values development in the subject area they teach.
2. This Order is being issued for the following reasons:
1. to effectively reinforce the role of every teacher as a values education teacher thus strengthening the
Department’s collective efforts in developing desirable values among the students;
2. to be able to meaningfully integrate values development in the lessons of every teacher in each discipline;
3. to be able to assist teachers in the valuing processes while at the same time developing the competencies in
the subject area they teach;
4. to ensure that values education is purposefully planned as regular lessons in the subject and not taken as
incidental lessons in the process;
5. to ensure that trained values education teachers or those who majored in values education are duly
recognized to perform functions relevant to their expertise and competence; and
6. to properly evaluate the result of interventions conducted both inside and outside the classroom.
THE LEGAL FOUNDATION OF VALUES EDUCATION
IN THE PHILIPPINES
3. The following provisions should be observed:
1. Values education teachers should provide assistance to the subject area teachers in integrating
values development in their lessons. This does not mean forcing values integration if it is not
relevant to the lesson.
2. Values education teachers should conduct training or lesson demonstrations if necessary.
3. The value focus may sometimes arise out of the teacher’s observation of the daily behavior of
students in their class which may not necessarily be related to the lesson on hand. The subject area
teacher should address this.
4. The revised Values Education Framework is still the basic material source for the core values
that need to be developed. This will be made available in the division offices by June this year. The
approved textbooks in the secondary level can still be used as references.
5. The Values Education Department at the secondary level belongs to the MAKABAYAN learning
area and should sit in the collaborative planning of the teachers in this group.
6. As any other area teacher, proportionate teacher loading should be taken into consideration.
4. For immediate dissemination and compliance.
 INTENDED LEARNING OUTCOMES OF EDUKASYON SA
PAGPAPAKATAO IN THE K-12 CURRICULUM

The learning outcome of Edukasyon sa Pagpapakatao is the student’s

overall development and manifestation of the 21st century skills.
This means bearing the cognitive, affective, and psychomotor skills
in order to:
1. live and work,
2. cultivate potentials,
3. decide critically,
4. progress effectively in one’s society.
INTENDED LEARNING OUTCOMES OF EDUKASYON SA
PAGPAPAKATAO IN THE K-12 CURRICULUM
In Edukasyon sa Pagpapakatao, the guiding principle of functional literacy is decision-
making and progressing responsibly for the goodness of all. Meaning, ESP aims to
cultivate and improve the ethics of the student. It also aims to guide the student in
searching for his life’s meaning and his purpose in the Filipino society to partake in
building a community of truth, freedom, justice, and love. To manifest such, the student
should embody the five (5) macro skills:
1. Understanding
2. Reflecting
3. Consulting
4. Decision-making
5. Acting
INTENDED LEARNING OUTCOMES OF EDUKASYON SA
PAGPAPAKATAO IN THE K-12 CURRICULUM

The macro skills develop the four (4) themes of Edukasyon sa

Pagpapakatao through spiral progression from Kindergarten to
Grade 12, namely:
1. Responsibility on Self and Family,
2. Fellowship and Stability of Family,
3. Action and Involvement in Global Development and
Unity
4. Love for God and Presence of Good