IRR of RA 11476 on GMRC in K to 12 Curriculum

Policy, purpose, and state commitments

The State recognizes the vital role of the youth in nation-building and promotes and protects their physical, moral, spiritual, intellectual, and social well-being.
The State recognizes the fundamental role of educational institutions in inculcating patriotism and nationalism, fostering love of humanity, respecting human rights, and appreciating the role of modern-day and national heroes in historical development.
The State requires education to teach the rights and duties of citizenship, strengthen ethical and spiritual values, and develop moral character and personal discipline.
The State promotes critical and creative thinking, broadens scientific and technological knowledge, and promotes vocational efficiency through the GMRC and Values Education framework.
The State ensures that the basic education system develops individuals who can engage in creative and critical thinking, perform work and lifelong learning, transform themselves and others, and become productive, responsible, and contributing citizens.

Definitions used in implementation

The “Act” refers to Republic Act No. 11476 titled “An Act Institutionalizing Good Manners and Right Conduct and Values Education in the K to 12 Curriculum, Appropriating Funds Therefor, and for Other Purposes.”
“Character Building Activities” are actual and authentic learning activities where the learners’ character is formed, shaped, and/or built-up.
“Good Manners and Right Conduct (GMRC)” refers to universally accepted basic social values, etiquette, and/or proper modes of behavior that convey respect in interactions.
“Human Dignity” is the unique and inherent value or worth of human persons that is intrinsic, innate, inviolable, inalienable, and universal.
“Values Education” is the process of internalizing values to grasp underlying principles and act on them with a settled disposition to do so, including the pedagogies, methods, and programs used to create valuing learning experiences and learning about self and the wisdom of life through a self-exploratory, systematic, and scientific approach; it also means education in becoming human by developing the totality of the human person in physical, intellectual, and spiritual dimensions and as a member of the community in social, economic, political, and moral dimensions, guiding youth to find and achieve meaning in life and unique roles in Philippine society.

Coverage and where GMRC fits

The IRR primarily applies to all public and private basic educational institutions and learning centers.
GMRC and Values Education replace the existing Edukasyon sa Pagpapakatao curriculum.
GMRC is institutionalized in Grades 1 to 6 as a separate subject with the same time allotment as other core subjects.
GMRC is integrated in daily learning activities in kindergarten.
Values Education is taught as a separate subject in Grades 7 to 10 with the same time allotment as other core subjects, with GMRC remaining integrated in Values Education at these grade levels.
Values Education is integrated in the teaching of the subject in Grades 11 and 12 under the K to 12 Basic Education Curriculum.
Values Education is mandated as an integral and essential part of the DepEd K to 12 Basic Education Curriculum.

Curriculum delivery, medium, and core values

The medium of instruction, teaching materials, and assessment for GMRC and Values Education must be consistent with Section 4 of Republic Act No. 10533 (Enhanced Basic Education Act of 2013) and its IRR.
DepEd core values are defined in relation to Sections 25 and 40 of Republic Act No. 8491 (Flag and Heraldic Code of the Philippines) as Maka-Diyos, Maka-tao, Makakalikasan, and Makabansa.
Maka-Diyos is a core value expressing spiritual belief while respecting others’ spiritual beliefs and adhering to ethical principles by upholding truth, reflecting belief in a God or higher being who helps through life’s challenges and shaping character and sense of right and wrong.
Maka-tao expresses high respect for human dignity, sensitivity to individual social, gender and cultural differences including special needs, and demonstrates contributions toward solidarity and the common good.
Makakalikasan expresses caring, protecting, nurturing, and responsibility and accountability for the natural environment, including wise, judicious, and economical use of resources.
Makabansa promotes pride in being Filipino, gives priority to country over self and one’s family, exercises rights and responsibilities of a Filipino citizen, and demonstrates appropriate behavior in school, community, and country activities.
Values Education must inculcate respect for oneself, others, and elders, intercultural diversity, gender equity, ecology and integrity of creation, peace and justice, obedience to the law, nationalism and global citizenship, and values of patience, perseverance, industry, honesty and integrity, and good faith in dealing with other human beings.
DepEd’s core values reflect the dimensions of the human person, which include Physical, Spiritual, Intellectual, Moral, Social, Economic, and Political dimensions with corresponding examples.
DepEd must develop GMRC and Values Education curricula through consultation with relevant stakeholders, including the National Commission for Culture and the Arts (NCCA) and the National Economic and Development Authority (NEDA), and other relevant government and non-government agencies or institutions espousing good values formation.
Assessment in GMRC and Values Education must measure both understanding of concepts and demonstration of behavior, using various assessment types such as pen-and-paper tests and portfolio with corresponding rubrics aligned with learning competencies.

Teaching qualifications and professional development

DepEd must strictly adhere to policies on hiring qualified teachers and deployment of teacher items with due consideration for GMRC and Values Education teachers.
Teachers with diploma, certification, and/or training in Values Education or allied disciplines must be given preference in teaching the core subjects.
Teachers holding Bachelor of Elementary Education (BEEd) or Bachelor of Secondary Education Degree (BSEd) major in Values Education, or with a diploma or specialization in Values Education, must be given preference to teach GMRC and Values Education.
Teachers who are not Values Education majors or not from allied disciplines but have been teaching full load of Values Education or Edukasyon sa Pagpapakatao (EsP) for five (5) years or more are allowed to teach GMRC and Values Education, provided they undergo training on content based on the Guidelines on Continuing Professional Development (CPD) of the Professional Regulation Commission (PRC).
DepEd, in collaboration with government, academic, industry, and non-government organizations, must ensure teacher education and training programs meet the demand for quality teachers of GMRC and Values Education, including content on self-awareness, content, pedagogy, and assessment.
DepEd must ensure private education institutions are given the opportunity to avail of such training.
DepEd teachers who will teach GMRC and Values Education and who have not undergone pre-service education aligned with the Enhanced Basic Education Curriculum must receive in-service training on content and pedagogy to meet content performance standards and learning competencies.
DepEd must provide teachers with adequate and relevant instructional materials to develop and enhance teaching capacity.
Superintendents, principals, subject area coordinators, head teachers, master teachers, and other instructional school leaders must undergo workshops and training to enhance skills on their roles as academic, administrative, and community leaders, including self-mastery on key dimensions and active involvement of parents as partners.
Professional development programs for the above leaders must be initiated and conducted regularly throughout the school year.
Continuing Professional Development under Republic Act No. 10912 (Continuing Professional Development Act of 2016) applies: current DepEd teachers in GMRC and Values Education must undergo CPD to translate content and performance standards and learning competencies into pedagogically sound lessons delivered using different modalities.
The Commission on Higher Education (CHED), in coordination with DepEd and other stakeholders, must ensure that teacher education curriculum in teacher education institutes meets necessary quality standards for new teachers of GMRC and Values Education.

Whole-school approach and partnerships

A whole school approach must be adopted to institutionalize and teach GMRC and Values Education as a core subject to foster collaborative action by the school community and stakeholders.
DepEd personnel must facilitate home and school partnerships in collaboration with the community.
DepEd must put in place mechanisms promoting active involvement of learners, parents, guardians, and other community members and representatives in school programs, including a Parent Education Program (across development phases) and instructional materials development programs.
DepEd must consult with parents, guardians, and representatives on a regular basis (including quarterly parent-teacher conferences and parent assemblies) and use results as bases for conceptualization and conduct of activities that enhance parental support and involvement.
DepEd, especially schools, must involve the whole community—including parents, guardians, or representatives and basic education stakeholders—to implement the Act.
Stakeholders to be engaged include local government units (especially barangays), other relevant government agencies, the private sector (corporations, corporate foundations, non-profit corporations, non-government organizations, civil society organizations), and faith-based organizations.

Annual institutionalization review and congressional reporting

DepEd must conduct an annual review of the institutionalization of GMRC and Values Education in the K to 12 Basic Education Curriculum to ensure proper implementation and assess student learning outcomes to determine efficacy.
DepEd must prepare a comprehensive report on review and assessment outcomes through consultation with relevant stakeholders.
DepEd must submit the report to the Committees on Basic Education of both houses of Congress within thirty (30) days from the termination of the review and assessment period.

Transition rules and implementation timeline

DepEd must ensure a smooth transition in public basic education schools from Edukasyon sa Pagpapakatao to the GMRC and Values Education curriculum.
Private educational institutions must develop plans detailing transition from their current curricula equivalent to Edukasyon sa Pagpapakatao to GMRC and Values Education, and DepEd may issue guidelines for development and evaluation of these transition plans.
Private educational institutions offering curricula equivalent to Edukasyon sa Pagpapakatao prior to the enactment of the Act must submit their transition plans within twelve (12) months from the effectivity of this IRR, subject to additional DepEd guidelines.
The shift from Edukasyon sa Pagpapakatao to GMRC and Values Education must be fully implemented by School Year (SY) 2022-2023 in all public schools.
Private schools must shift by SY 2023-2024.
Transition years must govern implementation due to scarcity of qualified teachers:
- Public schools’ first five years run SY 2022-2023 to SY 2026-2027.
- Private schools’ first five years run SY 2023-2024 to SY 2027-2028.
During the transition years, specialization in allied disciplines such as Philosophy, Psychology, or Religious Education may be considered, provided teachers acquire Values Education specialization or diploma within the transition years.
After the first five (5) school years in public and private schools and/or during transition years provided in the transition rule, only teachers with the academic preparations required under Section 10 may be hired to teach GMRC and Values Education.

Additional provisions, separability, repeal, and funds

DepEd must issue additional policies and guidelines necessary to further implement the Act and the IRR.
Any provision of the IRR declared invalid or unconstitutional must not affect the validity and effectivity of the other provisions under the separability clause.
Laws and regulations inconsistent with or contrary to the Act must be modified, amended, or repealed accordingly under the repealing clause.
The amount necessary for initial implementation of the Act must come from current DepEd appropriations.
Thereafter, amounts necessary for continuous implementation must be included in the annual General Appropriations Act.