Philippines Lawmakers Call for Temporary Suspension of Comprehensive Sexuality Education

The Department of Education (DepEd) in the Philippines is facing pressure to halt the implementation of Comprehensive Sexuality Education (CSE) under Department Order (DO) 31. Lawmakers, particularly Senator Sherwin Gatchalian, have raised concerns about policies that they find “confusing,” potentially leading to misinterpretations and inconsistent teaching methods.

Senate Hearing on Comprehensive Sexuality Education

During a Senate hearing, Gatchalian questioned whether the current CSE framework aligns with the Responsible Parenthood and Reproductive Health Act of 2012, the legal foundation for DO 31. He pointed to the directive that CSE “shall apply to all learners,” despite specifying adolescents as those aged 10 and above.

DepEd Undersecretary Filemon Ray Javier addressed this by explaining that students below 10 years old receive only “foundational knowledge” without formal sex education.

Teacher Autonomy and Resource Materials

Sergeant Gatchalian also expressed concerns about the level of “leeway” granted to teachers under DO 31 to teach “general terms” and concepts. DepEd Assistant Secretary Janir Datukan clarified that the department provides prescribed materials for CSE and that teachers are trained in their use.

Datukan stated, “They can use UNESCO’s technical guide as a reference, but they have to adapt it to our circumstances here.”

International Standards and Cultural Sensitivity Concerns

Opposition to Senate Bill 1979, the Adolescent Pregnancy Prevention Bill, has emerged due to its CSE provisions, seen as overly guided by international standards like the WHO and UNESCO.

Gatchalian highlighted a section of the UNESCO guide aimed at five- to eight-year-olds that deals with topics such as enjoying one’s body and understanding physical pleasure. “Are they trained to be culturally sensitive, and should this material be taught in our classrooms?” he inquired.

Datukan assured Gatchalian that while the UNESCO guidelines serve as a reference, they are not entirely adopted and knowledge about adapting them is emphasized during teacher training.

Disconnect Between Policy and Implementation

Gatchalian emphasized the disconnect between the policy and its implementation, citing DO 31’s mandate for CSE from kindergarten to Grade 12. He expressed frustration over what he perceives as the lack of clarity in the policy.

“If this is a source of confusion, then let’s suspend it for now until we fix it and ensure it is clear from policymakers and remain true to the RH Law,” Gatchalian insisted.

DepEd Secretary’s Response

In an interview, DepEd Secretary Sonny Angara expressed openness to Gatchalian’s suggestion, indicating a willingness to consider a temporary suspension while reviewing the implementation of CSE. “I think we can do a temporary suspension while we are reviewing it. Permanent, we cannot. That’s the mandate of the law.”

Angara acknowledged the concerns as “valid,” though he claimed there was no observed confusion among teachers.

Moving Forward

Last week, Angara announced that the implementation of CSE under DO 31 would undergo a thorough review. Amidst the calls for suspension, the Department of Education is poised to address these concerns systematically to ensure that the CSE curriculum remains aligned with national standards and cultural values.

“Certainly, to correct certain flaws pointed out by the legislators, to ensure age-appropriate education, maybe we can do that. Kaunting corrections, tweaking,” Angara explained.

What This Means for Educators and Students

The potential suspension of CSE provides an opportunity for educators and policymakers to clarify concerns and develop a more tailored, culturally sensitive approach to sexuality education. It seeks to protect students while ensuring they receive accurate, age-appropriate information about their health and development.

“Kaunting corrections, tweaking” emphasizes a commitment to refining policies while upholding the core values and goals of the Responsible Parenthood and Reproductive Health Act.

Conclusion

The debate around CSE in the Philippines highlights the complex interplay between national health policies, cultural values, and educational practices. As the Department of Education moves forward with a revised implementation, it is crucial that all stakeholders work together to ensure that comprehensive sexuality education not only adheres to legal standards but also meets the needs and expectations of all Filipinos.

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