Values Education is a subject taken by students from elementary to High

School. Sometimes, students still take this still college; depending on the course
they’re taking. Through the years of being a student, it’s not possible for one to not
prioritize the Major subject rather than the minor ones. But on their list of priorities, a
lot may have the same least important subject and that is Values Education. Based
from the Department of Education, students question the importance of the said
subject. Teachers form different schools are continuously reporting regarding their
students’ attitude towards then subject itself. Some are complaining about the lack
of interest of the pupil and the behavior they are showing in the class. Students are
found cutting classes, doing unrelated things and usage of gadgets such as tablets,
mobile phones, cameras etc. were observed. This shows an act of disrespecting and
improper manners which challenged the teachers to discipline their students more
and be their role model. The main reason why this subject is taught basically for 12
years in school is to help mold the student’s traits or characteristics or improve it at
least. In this research paper, the researcher is going to give brief information and
facts as to why students misbehave during the subject of Values Education. We
hope that this could be a big help to those who face a problem regarding this
matter.

One of the important issues about values education is aimed to which values
should be gained to students besides how values could be gained. The most
accepted view for this issue is to generally focus on universal values. Lickona (1991)
addressed that two fundamental values as respect and responsibility should
definitely taught at schools. These values can be basis for the construction of other
values and these values are needed in every area. According to Lickona, these two
values have a critical importance for personal growth, interpersonal relationships,
democratic and humanistic society, fair and peaceful world (Lickona 1991, p. 43).
From this perspective, it can be said that respect and responsibility values construct
a baseline for the desired societal life. Moreover, respect and responsibility values
are complementary for each other. Because Lickona (1991), stated that respect has
a restrictive dimension while responsibility has an active dimension of morality.
Respect is the restrictive dimension of morality because it protects us from harming
things which are valuable for us. Responsibility is the active dimension of morality
because it includes taking care of oneself and others, fulfilling the responsibilities,
trying to make a better society and world minimizing the difficulties (Lickona, 1991).
On basis of Lickona’s ideas, respect and responsibility were decided to be focused
on and included in the value education program.

Two main aims are intended to be achieved by values education. The first
one is that students should have a character-wise life and should be provided to be
satisfied about their lives. Second aim is about social benefit (Akbaş, 2008b;
Kirschenbaum, 1995). According to first aim, a dimension of values education is
thought to be about own self of the person. One of the most important steps of
development of self is self-esteem as specified in the life studies lesson program.
Thus, values have an important role in protecting and increasing self-esteem
(Rokeach & Regan, 1980). Individuals who have low self-esteem have difficulties in
social skills such as helping each other (Doğanay, 2009; Smelser, 1989). From this
view, self-esteem could affect societal life besides providing individuals happier and
productive lives. Societal aim of life studies lesson is not to think life studies lesson
separate from values education and self-esteem development. One of the
important points focused in life studies lesson besides values is skills. In the life studies
lesson program, it is stated that children cannot reach results about themes before
developing these skills. Marri (2005) indicated that some critical skills are needed for
gaining of democracy which is one of the important purposes in life studies lesson.
One of the most important of these skills is social problem-solving skill (as cited in
Genç & Kalafat, 2007).

Many publications on the Philippines focus on Catholicism introduced by

sixteenth-century Spanish colonization. This paper will deal only with the first decades
of the twentieth-century, after the establishment of the Department of Education.
During this time, ethical and moral values were emphasized in public elementary
schools through activities which taught "good manners", "right conduct" and
"character building". In public high schools values education was part of the
curriculum. The concept of integrating values into Social Studies was adopted in
1974; but not systematically implemented. In accordance with the separation
between Church and State, contained in the Philippine Constitution of 1935, the
Philippine educational authorities took care not to include the teaching of religion in
public schools or to allow public school-teachers to teach religion outside regular
classes. However, catechism classes were allowed once a week for about forty
minutes after the regular class day. Most of the participating students were from
Catholic schools or colleges. Private Catholic schools and colleges included religion
in the curriculum from kindergarten to college. Each year, retreats were held for
students and faculty, and many religious organizations such as Social Action and the
Children of Mary, helped mould students socially, morally and spiritually. Protestant
schools emphasized Bible study and Muslim schools (madaris), located mostly in the
south, taught the Koran.

The 1987 Constitution provides for national religious instruction during regular
class hours; the choice of the particular religion to be taught is left to the parents,
while teachers are to be provided by the religious authorities concerned. Other
groups which helped mold desirable values and behavior were: The Boy Scouts/Girl
Scouts, human rights advocates, the UNESCO Associated Schools and Clubs and
local grassroots organizations working with street children, the military, prisoners and
cultural minorities

Preparations for Launching the Values Education Programme. The co-

operation of experts, educators, government officials and staff in the Department of
Education, Culture and Sports and other agencies was crucial to the preparation
and presentation of the Values Education Programme to educators and
administrators from public and private schools, and universities who attended the
1986 and 1987 Congresses of Educators held in Baguio City. Under the themes of
"Social Transformation through Education" and "Education for National Unity and
Progress", workshops on values education were held, practical activities
encouraged and feedback from initial attempts solicited. These activities were used
to promote acceptance of values education as an essential pa; of the school
curriculum. The 1988 Educators Congress theme "Education for National Unity, Peace
and Progress" further underscored the role of values education in forming a peaceful
society and a progressive nation. 2. DECS Order No. 6, of 1988: Values Education for
the Filipino. Immediately following its presentation to the President of the Philippines,
Corazon C. Aquino, on 25 January 1988, DECS Order No. 6 was issued by the then
DECS Secretary Lourdes R. Quisumbing. It called for strengthening the moral fiber of
the Filipino people by implementing the new DECS Values Education Programme.

In 1989/90 secondary schools began offering values education as a separate

subject in response to the clamor from Philippine society to strengthen the moral
fiber of the nation through the education of its youth. As early as 1982, studies were
conducted to determine society's perceptions of the secondary education
programme. in 1983 after two forums, one in Manila attended by national leaders
and the other in Batulao, Batangas, attended by regional leaders, it was
recommended that values education be taught as a separate subject. As
preparations for new high school curriculum were going on, a draft of the values
education subject was developed, reviewed and refined in collaboration with
experts from various fields. The values education framework was presented at the
National Educators Congress in 1986 and 1987 for further review and validation. On
25 January 1988, it was formally launched with the DECS Order No. 6.

Thus, in June 1989, values education was taught as a separate subject for the
first time. These early classes were taught only to first-year students. In the following
year, the Values Education Programme was expanded to include second-year
students. After four years, values education was offered to all four years of
secondary school. In DECS Order no. 11 of 1989, the following references were made
concerning the implementation of values education. Item 2 states that the focus of
the New Secondary Education Curriculum (I\ISEC) under the Secondary Education
Development Programme (SEDP) is on content, process, productivity and
technology. Item 3 states that Edukasvon sa Pagpapahalaga (Values Education) is
one of the eight subject areas. Enclosure No. 1 of DECS Order No. 11 of 1989 makes
reference to the values education framework and lists the objectives of the NSEC as
f011ows:

1. To develop an enlightened commitment to national ideals by cherishing,

preserving and developing moral, spiritual and socio-cultural values. 13 18

2. To obtain knowledge and to form attitudes for understanding the nature

and purpose of man, one's self, one's own people and other races, thereby
promoting a keen sense of family, national and international community.

3. To develop skills in higher intellectual operations, complex comprehension.

and critical thinking so as to be able to respond creatively to life. situations.

4. To acquire skills, knowledge, information and a set of work ethics essential

for making an intelligent choice of occupation, career or specialized training.

5. To heighten one's appreciation for the arts and sciences as a means of self-
fulfillment and for promoting the welfare of others.