Learners’ Perceptions, Beliefs, Practices, And Experiences in Deped Core Values Inculcation: Inputs for Improvement

In a rapidly changing and diverse world, where morality seems to deteriorate across the globe, the need for value-based learning is undeniably getting attention from officials and policy makers in educational institutions. In fact, educational institutions around the world recognize the need to revitalize values education and integration through curricular and co-curricular activities in school. It is for this reason that Southeast Asian Ministers of Education Organization (SEAMEO) has already initiated various projects that promote positive values among learners, teachers, and communities since 2013. In the Philippines, the government recognizes the important role of all educational institutions in the inculcation and development of positive values among learners, teachers and officials. In the year 2020, the Congress has formulated and enacted Republic Act No. 11476, which is known as the “GMRC and Values Education Act†to underscore the crucial role of the youth in nation-building, thus educational institutions are not only mandated to strengthen critical and creative thinking among learners, but also to inculcate and develop ethical and spiritual values. This act also mandates the Department of Education (DepEd) to teach values education from Grades 7-10 as a separate subject, while in Grades 11 and 12, values education shall be integrated in the teaching of all subjects. While cognitive competencies and skills are undoubtedly important, DepEd believed that it must be complemented by the formation of positive values and attitudes anchored on the Vision, Mission and Core Values of the department which aim for the holistic development of the learners with 21st century skills (D.O 8, s2015, sec. 6).