S2 VALUES EDUCATION
Author
Jennylyn L. Bodota
MODULE 1:
People frequently hear different sayings referred to as "values" and "values education" in today's
society. Even though a lot of individuals have opinions on this subject, it's still unclear whether or not
they are knowledgeable enough or know how this education could be used. Above all of these queries,
one circumstance arises: How can values education be implemented so that children, especially those in
younger age groups, are entertained while remaining engaged? It's amazing and fascinating that there
have been so many studies done on this subject.
When the child enters school age and the need for it to be systematic arises, the values teaching that
truly begins unnoticed in the family context shifts to more professional techniques. It is common
knowledge that a values education conducted in the absence of any plans or programs will be more
harmful than helpful. This is why the backdrops of these studies must be rather serious and they should
be especially appropriate for children. This study will look at values and values education, and a content
analysis will be done to give educators some information on what they can accomplish. Fifty students
enrolled in the Primary School Classroom Teaching Department of the Faculty of Education make up the
universe that is the subject of this investigation.
Since the students are also preparing to become preservice teachers, it is desired that they identify
the value that means the most to them and the explanation behind this circumstance. The study
concludes with the observation that preservice teachers throughout the universe place the highest
emphasis on "respect," with a detailed explanation of why this is the case.
RATIONALE
The Department of Education, Culture, and Sports created the Values Education Program, known as
VALUES EDUCATION FOR THE FILIPINO, in 1988. Through this approach, values education gained
prominence in the educational system and was incorporated into the curriculum. Creating a structure to
direct teachers was crucial to guaranteeing the program's execution. DECS Order No. 6, s., was issued,
outlining the structure and guidelines. 1988. The outline doesn't impose or prescribe any morals. It is
simply a list of virtues that may be applied in different contexts, which the student is supposed to
understand and put into practice.
When it is seen necessary and advantageous to do so, educators can utilize the values framework to
assist identify and select which values to stress, reinforce, or alter. The executive decree, Presidential
Proclamation No. 479, dated October 7, 1994, titled Declaring the Month of November of Every Year as
Filipino Values Month, highlighted the need to uphold Filipino values. By bringing human values to life in
citizens' daily lives, it seeks to inspire all Filipinos to work toward nation-building and to realize the
power of ideals and values in accomplishing both personal and societal objectives.
DESCRIPTION
The process by which values, attitudes, and habits are developed when the student interacts with his
surroundings under the direction of the teacher is known as values education and is a component of the
school curriculum. It incorporates several teaching-learning methodologies. First, values is a subject that
directly and immediately relates to the learner's personal life. Second, the process uses all of the
learner's faculties, not just their cognitive ones. Instead of focusing just on the intellect, the instructor
needs to engage students' hearts and whole selves. Thirdly, values are acquired in the same manner that
kids pick up a lot of knowledge from their parents. Kids form an identity with their parents, and this
identity serves as a medium for the dissemination of knowledge.
As a result, a teacher's personal values are crucial to values education. Value education won't always
translate into changed behavior. Only when a value is experienced and a commitment is made to it in
terms of belief and attitude can behavior be affected.
PROGRAM GOALS AND OBJECTIVES
GOAL:
Values education for the development of the human being committed to the creation of "a just and
humane society" and an independent and democratic nation is the aim of the Values Education Program
(VEP), which aims to provide and promote values education at all levels of the educational system. This is
to make sure that the students are taught the fundamental principles of Maka-Diyos, Makatao,
Makakalikasan, and Makabansa.
OBJECTIVES
When the program is properly implemented, Filipinos will become:
possess a sense of human dignity and are fully realized, integral human beings;
possess a sense of social duty towards their surroundings and community;
are hardworking individuals who support the stability of the economy and the advancement of
the family and the country;
as citizens, possess a strong sense of nationalism and are dedicated to using global solidarity to
advance both the country and the entire international community; and
Show an enduring confidence in God as a manifestation of his spiritual nature in real life.
