Republic of the Philippines
President Ramon Magsaysay State University
(Formerly Ramon Magsaysay Technological University)
Iba, Zambales, Philippines
LEGAL FOUNDATION OF VALUES EDUACTION
Requirements for the Subject
Contemporary Approaches to Values Education, Subject Code: MA 217
Master of Arts in Education, Major in Educational Administration
By
MARY GRACE D. DAHIL
MAED -EA
Dr. NOVRINA BIGILDA A. ORGE
Professor
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Republic of the Philippines
President Ramon Magsaysay State University
(Formerly Ramon Magsaysay Technological University)
Iba, Zambales, Philippines
LEGAL FOUNDATION OF VALUES EDUCATION
OBJECTIVES
1. Aim to delve into the practical implications and significance of the guiding principles outlined in
the Values Education Program.
2. Consider the unique role of the family in personal development and integration into society and
the nation;
3. Recognize and emphasize the role of teachers who themselves must possess a proper sense of
values and respect for the person of the student
SUBTOPICS
Legal Foundation of Values Education Program
Goal of Values Education Program
Objectives of Values Education
Principles and Guidelines of Values Education
INTRODUCTION
Values education as a part of the school curriculum is the process by which values, attitudes
and habits are formed as the learner interacts with his environment under the guidance of the teacher.
It involves different kinds of teaching-learning process. First in terms of subject matter, values has
direct and immediate relevance to the personal life of the learner. Second, the process involves not
just cognitive but all the faculties of the learner. The teacher must appeal to the heart and and the
total human person instead of only to the mind. And third, one learns values the way children learn
many things from their parents. Children identify with parents, and this identification becomes the
vehicle for the transmission of learning. Hence, the teacher’s personal values play an important role
in values learning.
Studying values will not necessarily influence behavior. Behavior can only be influenced
when a value is experienced and a commitment made to it in belief and attitude.
DISCUSSION
I. Legal Foundation of Values Education Program
The VALUES EDUCATION PROGRAM for the Filipino, and The Values Education
Program of the Department of Education, Culture and Sports was developed in 1988. This
program made values education a primary thrust in the educational system and became an integral
part of the curriculum. To ensure the program’s implementation, it was essential to design a
framework to guide teachers. The framework and guidelines were explained through the issuance of
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Republic of the Philippines
President Ramon Magsaysay State University
(Formerly Ramon Magsaysay Technological University)
Iba, Zambales, Philippines
DECS Order No. 6, s. 1988. The outline does not prescribe or impose values. It is merely a list of
virtues and
adaptable to varying situations which it is hoped the learner will internalize and practice. Teachers
may use the values framework to help identify and choose which values to emphasize, reinforce or
change, when it is perceived necessary and beneficial to do so.
a. The Philippine Constitution of 1987
As mandated in its preamble, the building of 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 country the blessings of
independence and democracy under the rule of law and a regime of truth, justice, freedom, love,
equality, and peace.
b. Article XIV, Sec. 3
The educational policy statement clearly mandates all educational institutions to “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
value, develop moral character and creative thinking, broaden scientific and
technological knowledge and promote vocational efficiency”.
c. 1988 to 1989
It was in 1988 that DECS, through the leadership of Dr. Quisumbing, made Values
Education as an educational thrust in all the levels of Philippine Education. The new
Secondary School curriculum which was implemented starting school year 1989-1990
introduced Values Education as a separate subject while values development was
also integrated in all other subjects in the curriculum.
d. DECS Order No. 6, s.1988
The content of the four-year Values Education Program is focused on the development
of a fully functioning human person. It develops through four main concepts of values
development such as the development of relationship skills with the self, with fellow,
human being, with forces around him and with Supreme Being.
II. GOALS AND OBJECTIVES
GOAL
To provide and promote values education at all levels of the educational system for the
development of the human person committed to the building of “a just and humane society”
and an “independent and democratic nation”. This is to ensure that the core values of Maka-
Diyos, Makatao, Makakalikasan, and Makabansa are instilled among the learners.
OBJECTIVES
Proper implementation of the program will develop Filipinos who:
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Republic of the Philippines
President Ramon Magsaysay State University
(Formerly Ramon Magsaysay Technological University)
Iba, Zambales, Philippines
1. Are self-actualized, integrally developed human beings imbued with a sense of human
dignity;
2. Are social beings with a sense of responsibility for their community and environment;
3. Are productive persons who contribute to the economic security and development of the
family and the nation;
4. As citizens have a deep sense of nationalism and are committed to the progress of the nation
as well as of the entire world community through global solidarity; and
5. Manifest in actual life an abiding faith in God as a reflection of his spiritual being.
GUIDELINES AND PRINCIPLES
It should be guided by the following general principles:
1. It must be oriented toward the total person of the learner-mind, heart, and entire being.
- This principle emphasizes that the Values Education Program is designed to address the
holistic development of students. It recognizes that education should go beyond intellectual
growth (mind) and include emotional and spiritual aspects (heart), as well as the overall well-
being and identity of the individual (entire being). The aim is to cultivate individuals who are
not only knowledgeable but also emotionally intelligent, morally upright, and socially
responsible.
2. It must take into consideration the unique role of the family in one’s personal development and
integration into society and nation.
- This principle acknowledges the influential role of the family in a person's life. It suggests
that the Values Education Program should take into account the family as a significant factor
in a student's personal development and social integration. The family is seen as a crucial
partner in reinforcing values taught in the school setting. By recognizing and involving the
family, the program aims to create a more comprehensive and supportive environment for the
student's growth, fostering a strong connection between the values instilled at school and
those practiced at home.
3. In the school context, more important than lesson plan and any list of values are the teachers
themselves who have the proper sense of values, awareness of their inner worth and outmost
respect for the person of the other.
- This principle emphasizes the pivotal role of teachers in the success of the Values Education
Program. It states that, in the school context, the effectiveness of values education is highly
dependent on the teachers themselves. Their possession of a proper sense of values, self-
awareness of their inner worth, and utmost respect for the individual worth of their students
are considered more important than specific lesson plans or lists of values. The principle
underscores the impact that teachers have on shaping the values and attitudes of their
students, highlighting the need for educators who embody the values they seek to impart and
who genuinely respect the diversity and worth of each learner.
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Republic of the Philippines
President Ramon Magsaysay State University
(Formerly Ramon Magsaysay Technological University)
Iba, Zambales, Philippines
GUIDED QUESTIONS:
1. Analyze how the preamble and the specific provisions of Article XIV, Section 3, contribute to
the promotion of values, citizenship, and the development of a just and humane society.
2. Explain the significance of DECS Order No. 6, s.1988 in the development and implementation of
the Values Education Program.
3. Evaluate the guiding principles outlined for the Values Education Program. Discuss the
importance of orienting the program towards the total person of the learner and incorporating the
unique role of the family.
4. How can teachers effectively orient the Values Education Program towards the total person of the
learner while incorporating the unique role of the family?
REFERENCES
Presentation Template: SlidesMania
https://www.scribd.com/doc/79687816/The-Values-Education-in-the-Philippines
https://www.deped.gov.ph/2003/05/22/do-41-s-2003-values-education-in-the-basic-
education-curriculum/
PREPARED BY:
MARY GRACE D. DAHIL
MAED-EA
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