THE 1987 XIV

REPUBLIC
ARTICLE CONSTITUTION
OF THE PHILIPPINES
OF THE–
ARTICLE XIV

EDUCATION, SCIENCE AND TECHNOLOGY, ARTS, CULTURE AND SPORTS

EDUCATION

Section 1. The State shall protect and promote the right of all citizens to quality education at
all levels, and shall take appropriate steps to make such education accessible to all.

Section 2. The State shall:

(1) Establish, maintain, and support a complete, adequate, and integrated system of
education relevant to the needs of the people and society;

(2) Establish and maintain a system of free public education in the elementary and high
school levels. Without limiting the natural right of parents to rear their children, elementary
education is compulsory for all children of school age;

(3) Establish and maintain a system of scholarship grants, student loan programs, subsidies,
and other incentives which shall be available to deserving students in both public and private
schools, especially to the underprivileged;

(4) Encourage non-formal, informal, and indigenous learning systems, as well as self-
learning, independent, and out-of-school study programs particularly those that respond to
community needs; and

(5) Provide adult citizens, the disabled, and out-of-school youth with training in civics,
vocational efficiency, and other skills.

Section 3. (1) All educational institutions shall include the study of the Constitution as part
of the curricula.

(2) They shall inculcate patriotism and nationalism, foster love of humanity, respect for
human rights, appreciation of the role of national heroes in the historical development of the
country, teach the rights and duties of citizenship, strengthen ethical and spiritual values,
develop moral character and personal discipline, encourage critical and creative thinking,
broaden scientific and technological knowledge, and promote vocational efficiency.

(3) At the option expressed in writing by the parents or guardians, religion shall be allowed
to be taught to their children or wards in public elementary and high schools within the
regular class hours by instructors designated or approved by the religious authorities of the
religion to which the children or wards belong, without additional cost to the Government.

Section 4.(1) The State recognizes the complementary roles of public and private institutions
in the educational system and shall exercise reasonable supervision and regulation of all
educational institutions.
(2) Educational institutions, other than those established by religious groups and mission
boards, shall be owned solely by citizens of the Philippines or corporations or associations
at least sixty per centum of the capital of which is owned by such citizens. The Congress may,
however, require increased Filipino equity participation in all educational institutions.

The control and administration of educational institutions shall be vested in citizens of the
Philippines.

No educational institution shall be established exclusively for aliens and no group of aliens
shall comprise more than one-third of the enrollment in any school. The provisions of this
subsection shall not apply to schools established for foreign diplomatic personnel and their
dependents and, unless otherwise provided by law, for other foreign temporary residents.

(3) All revenues and assets of non-stock, non-profit educational institutions used actually,
directly, and exclusively for educational purposes shall be exempt from taxes and duties.
Upon the dissolution or cessation of the corporate existence of such institutions, their assets
shall be disposed of in the manner provided by law.

Proprietary educational institutions, including those cooperatively owned, may likewise be

entitled to such exemptions, subject to the limitations provided by law, including restrictions
on dividends and provisions for reinvestment.

(4) Subject to conditions prescribed by law, all grants, endowments, donations, or

contributions used actually, directly, and exclusively for educational purposes shall be
exempt from tax.

Section 5. (1) the State shall take into account regional and sectoral needs and conditions
and shall encourage local planning in the development of educational policies and programs.

(2) Academic freedom shall be enjoyed in all institutions of higher learning.

(3) Every citizen has a right to select a profession or course of study, subject to fair,
reasonable, and equitable admission and academic requirements.

(4) The State shall enhance the right of teachers to professional advancement. Non-teaching
academic and non-academic personnel shall enjoy the protection of the State.

(5) The State shall assign the highest budgetary priority to education and ensure that
teaching will attract and retain its rightful share of the best available talents through
adequate remuneration and other means of job satisfaction and fulfillment.

LANGUAGE

Section 6. The national language of the Philippines is Filipino. As it evolves, it shall be further
developed and enriched on the basis of existing Philippine and other languages.
Subject to provisions of law and as the Congress may deem appropriate, the Government
shall take steps to initiate and sustain the use of Filipino as a medium of official
communication and as language of instruction in the educational system.

Section 7. For purposes of communication and instruction, the official languages of the
Philippines are Filipino and, until otherwise provided by law, English.

The regional languages are the auxiliary official languages in the regions and shall serve as
auxiliary media of instruction therein.

Spanish and Arabic shall be promoted on a voluntary and optional basis.

Section 8. This Constitution shall be promulgated in Filipino and English and shall be
translated into major regional languages, Arabic, and Spanish.

Section 9. The Congress shall establish a national language commission composed of

representatives of various regions and disciplines which shall undertake, coordinate, and
promote researches for the development, propagation, and preservation of Filipino and
other languages.

SCIENCE AND TECHNOLOGY

Section 10. Science and technology are essential for national development and progress. The
State shall give priority to research and development, invention, innovation, and their
utilization; and to science and technology education, training, and services. It shall support
indigenous, appropriate, and self-reliant scientific and technological capabilities, and their
application to the country’s productive systems and national life.

Section 11. The Congress may provide for incentives, including tax deductions, to encourage
private participation in programs of basic and applied scientific research. Scholarships,
grants-in-aid, or other forms of incentives shall be provided to deserving science students,
researchers, scientists, inventors, technologists, and specially gifted citizens.

Section 12. The State shall regulate the transfer and promote the adaptation of technology
from all sources for the national benefit. It shall encourage the widest participation of private
groups, local governments, and community-based organizations in the generation and
utilization of science and technology.

Section 13. The State shall protect and secure the exclusive rights of scientists, inventors,
artists, and other gifted citizens to their intellectual property and creations, particularly
when beneficial to the people, for such period as may be provided by law.

ARTS AND CULTURE

Section 14. The State shall foster the preservation, enrichment, and dynamic evolution of a
Filipino national culture based on the principle of unity in diversity in a climate of free artistic
and intellectual expression.

Section 15. Arts and letters shall enjoy the patronage of the State. The State shall conserve,
promote, and popularize the nation’s historical and cultural heritage and resources, as well
as artistic creations.

Section 16. All the country’s artistic and historic wealth constitutes the cultural treasure of
the nation and shall be under the protection of the State which may regulate its disposition.

Section 17. The State shall recognize, respect, and protect the rights of indigenous cultural
communities to preserve and develop their cultures, traditions, and institutions. It shall
consider these rights in the formulation of national plans and policies.

Section 18. (1) The State shall ensure equal access to cultural opportunities through the
educational system, public or private cultural entities, scholarships, grants and other
incentives, and community cultural centers, and other public venues.

(2) The State shall encourage and support researches and studies on the arts and culture.

SPORTS

Section 19. (1) The State shall promote physical education and encourage sports programs,
league competitions, and amateur sports, including training for international competitions,
to foster self-discipline, teamwork, and excellence for the development of a healthy and alert
citizenry.

(2) All educational institutions shall undertake regular sports activities throughout the
country in cooperation with athletic clubs and other sectors.
Article XIV of Philippine Constitution
This is a side-by-side presentation of Article Fourteen (14) of the 1987 Philippine
Constitution in the Filipino language and in English.
ARTIKULO XIV
EDUKASYON, AGHAM AT
TEKNOLOHIYA, MGA SINING,
KULTURA, AT SPORTS
EDUKASYON
SEKSYON 1. Dapat pangalagaan at
itaguyod ng Estado ang karapatan ng lahat
ng mga mamamayan sa mahusay na
edukasyon sa lahat ng antas at dapat
magsagawa ng angkop na mga hakbang
upang matamo ng lahat ng gayong
edukasyon.
SEKSYON 2. Ang Estado ay dapat:
(1) Magtatag, magpanatili, at magtustos ng
isang kumpleto, sapat, at pinag-isang sistema
ng edukasyong naaangkop sa mga
pangagailangan ng sambayanan at lipunan;
(2) Magtatag at magpanatili ng isang sistema
ng libreng pambayang edukasyon sa
elementarya at mataas na paaralan. Hindi
bilang pagtatakda sa likas na karapatan ng
mga magulang sa pagaaruga ng kanilang
mga anak, ang edukasyong elementarya ay
sapilitan sa lahat ng mga batang nasa edad
ng pag-aaral.
(3) Magtatag at magpanatili ng isang sistema
ng mga kaloob ng scholarship, mga
programang pautang sa estudyante, mga
tulong sa salapi, at iba pang mga insentibo
na dapat ibigay sa karapat-dapat na mga
estudyante sa mga paaaralang publiko at
pribado, lalo na sa mga kulang-palad;
ARTICLE XIV
Education, Science and Technology, Arts,
Culture, and Sports
Education
SECTION 1. The State shall protect and
promote the right of all citizens to quality
education at all levels and shall take
appropriate steps to make such education
accessible to all.
SECTION 2. The State shall:
(1) Establish, maintain, and support a
complete, adequate, and integrated system
of education relevant to the needs of the
people and society;
(2) Establish and maintain a system of
free public education in the elementary
and high school levels. Without limiting
the natural right of parents to rear their
children, elementary education is
compulsory for all children of school age;
(3) Establish and maintain a system of
scholarship grants, student loan programs,
subsidies, and other incentives which
shall be available to deserving students in
both public and private schools, especially
to the underprivileged;
(4) Encourage non-formal, informal, and
indigenous learning systems, as well as
self-learning, independent, and out-of-
ARTIKULO XIV
(4) Pasiglahin ang di-pormal, impormal, at
katutubong mga sistema ng pagkatuto, at
gayon din ang mga programang pagkatuto sa
sarili, sarilinang pag-aaral at pag-aaral sa
labas ng paaralan lalo na yaong tumutugon
sa mga pangangailangan ng pamayanan; at
(5) Mag-ukol sa mga mamamayang may
sapat na gulang, may kapansanan, at
kabataang nasa labas ng paaralan ng
pagsasanay sa sibika, kahusayang
bokasyonal, at iba pang mga kasanayan.
SEKSYON 3. (1) Dapat maging bahagi ng
kurikula ang pag-aaral ng Konstitusyon sa
lahat ng mga institusyong pang-edukasyon.
(2) Dapat nilang ikintal ang
pagkamakabayan at nasyonalismo, ihasik
ang pag-ibig sa sangkatauhan, paggalang sa
mga karapatang pantao, pagpapahalaga sa
gampanin ng mga pambansang bayani sa
historikal na pagpapaunlad ng bansa, ituro
ang mga karapatan at mga tungkulin ng
pagkamamamayan, patatagin ang mga
pagpapahalagang etikal at espiritwal,
linangin ang character na moral at
disiplinang pansarili, pasiglahin ang
kaisipang mapanuri at malikhain, palawakin
ang kaalamang pang-agham at teknolohikal,
at itaguyod ang kahusayang bokasyonal;
(3) Sa opsyong nakalahad nang nakasulat ng
mga magulang o mga tagakupkop, dapat
pahintulutang ituro ang relihiyon sa kanilang
mga anak o mga ampon sa mga pambayang
paaralang elementarya at mataas na paaralan
sa regular na oras ng klase ng mga
tagapagturong itinalaga o pahintulutan ng
relihiyosong awtoridad ng relihiyong
kinaaaniban ng mga anak o mga ampon,
nang walang dagdag na gastos ang
pamahalaan.
ARTICLE XIV
school study programs particularly those
that respond to community needs; and
(5) Provide adult citizens, the disabled,
and out-of-school youth with training in
civics, vocational efficiency, and other
skills.
SECTION 3. (1) All educational
institutions shall include the study of the
Constitution as part of the curricula.
(2) They shall inculcate patriotism and
nationalism, foster love of humanity,
respect for human rights, appreciation of
the role of national heroes in the historical
development of the country, teach the
rights and duties of citizenship, strengthen
ethical and spiritual values, develop moral
character and personal discipline,
encourage critical and creative thinking,
broaden scientific and technological
knowledge, and promote vocational
efficiency.
(3) At the option expressed in writing by
the parents or guardians, religion shall be
allowed to be taught to their children or
wards in public elementary and high
schools within the regular class hours by
instructors designated or approved by the
religious authorities of the religion to
which the children or wards belong,
without additional cost to the
Government.
ARTIKULO XIV
SEKSYON 4. Kinikilala ng Estado ang mga
gampaning komplimentaryo ng mga
institusyong publiko at pribado sa sistemang
pang-edukasyon at dapat itong tumupad ng
makatwirang superbisyon at regulasyon sa
lahat ng mga institusyong pang-edukasyon.
(1) Ang mga institusyong pang-edukasyon,
bukod sa mga itinatag ng mga pangkat na
relihiyoso at mga kalupunang misyon, ay
dapat na ari lamang ng mga mamamayan ng
Pilipinas o ng mga korporasyon o mga
asosasyon na ang animnapung bahagdan
man lamang nga puhunan nito ay ari ng
gayong mga mamamayan. Gayon man,
maaaring itakda ng Kongreso ang
karagdagang lahok na equity ng Pilipino sa
lahat ng mga institusyong pang-edukasyon.
Dapat sumakamay ng mga mamamayan ng
Pilipinas ang kontrol at admnistrasyon ng
mga institusyong pang-edukasyon.
Hindi dapat matatag ang ano mang
institusyong pang-edukasyon ng
eksklusibong para sa mga dayuhan at hindi
dapat humigit sa isang-katlo ng enrolment sa
alinmang paaralan ang ano mang pangkat ng
mga dayuhan. Ang mga tadhana ng
subsection na ito ay hindi sasaklaw sa mga
paaralang itinatag para sa mga dayuhan na
tauhang diplomatiko at kanilang mga
dependent at, matangi kung naiiba ang
itinatadhana ng batas, para sa mga iba pang
mga dayuhan na pansamantalang
naninirahan dito.
(2) Ang lahat ng mga revenue at mga asset
ng mga institusyong pang-edukasyon na di-
sapian, di pampakinabang, at ginamit nang
aktwal, tuwiran, at eksklusibo para sa mga
layuning pang-edukasyon ay dapat malibre
sa mga buwis at mga bayarin sa kalakal. Sa
sandaling mabuwag o maputol ang buhay-
korporasyon ng gayong mga institusyon,
dapat ma-dispose ang kanilang mga asset sa
paraang itinatadhana ng batas.
ARTICLE XIV
SECTION 4. (1) The State recognizes the
complementary roles of public and private
institutions in the educational system and
shall exercise reasonable supervision and
regulation of all educational institutions.
(2) Educational institutions, other than
those established by religious groups and
mission boards, shall be owned solely by
citizens of the Philippines or corporations
or associations at least sixty per centum of
the capital of which is owned by such
citizens. The Congress may, however,
require increased Filipino equity
participation in all educational
institutions.
The control and administration of
educational institutions shall be vested in
citizens of the Philippines.
No educational institution shall be
established exclusively for aliens and no
group of aliens shall comprise more than
one-third of the enrollment in any school.
The provisions of this subsection shall not
apply to schools established for foreign
diplomatic personnel and their dependents
and, unless otherwise provided by law, for
other foreign temporary residents.
(3) All revenues and assets of non-stock,
non-profit educational institutions used
actually, directly, and exclusively for
educational purposes shall be exempt
from taxes and duties. Upon the
dissolution or cessation of the corporate
existence of such institutions, their assets
shall be disposed of in the manner
provided by law.
Proprietary educational institutions,
including those cooperatively owned, may
likewise be entitled to such exemptions
subject to the limitations provided by law
including restrictions on dividends and
provisions for reinvestment.
(4) Subject to conditions prescribed by
ARTIKULO XIV
Maaari ring magkaroon ng karapatan ang
mga institusyong pang-edukasyon na
proprietary pati yaong mga ari ng
kooperatiba sa gayong mga pagkalibre salig
sa mga katakdaang itinatadhana ng batas
kabilang ang mga pagtatakda sa mga
dibidendo at mga tadhana para sa muling
pamumuhunan.
(3) Bata sa mga kondisyong itinatakda ng
batas, dapat malibre sa buwis ang lahat ng
mga kaloob, mga endowment, mga
donasyon, o mga kontribusyon na ginamit
nang aktwal, tuwiran, at eksklusibo para s
mga layuning pang-edukasyon.
SEKSYON 5. (1) Dapat isaalang-alang ng
Estado ang mga pangangailangan at
kalagayang panrehiyon at pansektor at dapat
pasiglahin ang lokal na pagplano sa
pagbubuo ng mga patakaran at mga
programang pang-edukasyon.
(2) Dapat tamasahin ang kalagayang
akademiko sa lahat ng mga institusyon ng
lalong mataas na karunungan.
(3) Ang bawat mamamayan ay may
karapatng pumili ng propesyon o kurso ng
pagaaral, salig sa karampatan, makatwiran at
pantay na mga kinakailangan sa pagpaskok
at mga pangangailangang akademiko.
(4) Dapat patingkarin ng Estado ang
karapatan ng mga guro sa pagsulong na
propesyonal. Dapat magtamasa ng
proteksyon ng Estado ang mga tauhang
akademiko na di-nagtuturo at mga tauhang
di-akademiko.
Dapat mag-ukol ang Estado ng pinakamataas
na priority sa pagtatabi ng budget para sa
edukasyon at seguruhin na magaganyak at
mapamamalagi ng pagtuturo ang nararapat
na kaparte ntio sa pinakamahusay na mga
talino sa pamamagitan ng sapat na
ARTICLE XIV
law, all grants, endowments, donations, or
contributions used actually, directly, and
exclusively for educational purposes shall
be exempt from tax.
SECTION 5. (1) The State shall take into
account regional and sectoral needs and
conditions and shall encourage local
planning in the development of
educational policies and programs.
(2) Academic freedom shall be enjoyed in
all institutions of higher learning.
(3) Every citizen has a right to select a
profession or course of study, subject to
fair, reasonable, and equitable admission
and academic requirements.
(4) The State shall enhance the right of
teachers to professional advancement.
Non-teaching academic and non-academic
personnel shall enjoy the protection of the
State.
(5) The State shall assign the highest
budgetary priority to education and ensure
that teaching will attract and retain its
rightful share of the best available talents
through adequate remuneration and other
means of job satisfaction and fulfillment.
ARTIKULO XIV
gantimpala at iba pang paaralan ng
kasihayan at katuparan sa gawain.
Wika
SEKSYON 6. Ang wikang pambansa ng
Pilipinas ay Filipino. Samantalang
nililinang, ito ay dapat payabungin at
pagyamanin pa salig sa umiiral na wika sa
Pilipinas at sa iba pang mga wika.
Alinsunod sa tadhana ng batas at sang-ayon
sa nararapat na maaaring ipasya ng
Kongreso, dapat magsagawa ng mga
hakbangin ang Pamahalaan upang ibunsod at
puspusang itaguyod ang paggamit ng
Filipino bilang medium ng opisyal na
komunikasyon at bilang wika ng pagtuturo
sa sistemang pang-edukasyon.
SEKSYON 7. Ukol sa layunin ng
komunikasyon at pagtuturo, ang mga wikang
opisyal ng Pilipinas ay Filipino at, hangga't
walang ibang itinatadhana ang batas, Ingles.
Ang mga wikang panrehiyon ay pantulong
na mga wikang opisyal sa mga rehiyon at
magsisilbi na pantulong na mga wikang
panturo roon.
Dapat itaguyod nang kusa at opsyonal ang
Kastila at Arabe.
SEKSYON 8. Ang Konstitusyong ito ay
dapat ipahayag sa Filipino at Ingles, at dapat
isalin sa mga pangunahing wikang
panrehiyon, Arabe, at Kastila.
SEKSYON 9. Dapat magtatag ng Kongreso
ng isang komisyon ng wikang Pambansa na
binubuo ng mga kinatawan ng iba't ibang
ARTICLE XIV
Language
SECTION 6. The national language of the
Philippines is Filipino. As it evolves, it
shall be further developed and enriched
on the basis of existing Philippine and
other languages.
Subject to provisions of law and as the
Congress may deem appropriate, the
Government shall take steps to initiate
and sustain the use of Filipino as a
medium of official communication and as
language of instruction in the educational
system.
SECTION 7. For purposes of
communication and instruction, the
official languages of the Philippines are
Filipino and, until otherwise provided by
law, English.
The regional languages are the auxiliary
official languages in the regions and shall
serve as auxiliary media of instruction
therein.
Spanish and Arabic shall be promoted on
a voluntary and optional basis.
SECTION 8. This Constitution shall be
promulgated in Filipino and English and
shall be translated into major regional
languages, Arabic, and Spanish.
SECTION 9. The Congress shall establish
a national language commission
composed of representatives of various
ARTIKULO XIV
mga rehiyon at mga disiplina na
magsasagawa, maguugnay at magtataguyod
ng mga pananaliksik sa Filipino at iba pang
mga wika para sa kanilang pagpapaunlad,
pagpapalaganap, at pagpapanatili.
Agham at Teknolohiya
SEKSYON 10. Napakahalaga ng agham at
teknolohiya sa pambansang pag-unlad at
pagsulong. Dapat mag-ukol ng priority ang
Estado sa pananaliksik at pagbubuo,
imbensyon, inobasyon, at sa pagpapasagamit
ng mga ito; at sa edukasyon, pagsasanay at
mga lingkurang pang-agham at
panteknolohiya. Dapat suportahan nito ang
mga kakayahang siyentipiko at teknolohikal
na katutubo, angkop at umaasa sa sariling
kakayahan at ang kanilang kabagayan sa
mga sistemang pamproduksyon at
pambansang kapamuhayang pambansa.
SEKSYON 11. Maaaring magtadhana ang
Kongreso para sa mga insentibo, kasama ang
mga kabawasan sa buwis, upang maganyak
ang paglahok na pribado sa mga programa
ng batayan at gamiting pananaliksik na
siyentipiko. Dapat magkaloob ng mga
scholarship, kaloob-na-tulong, o iba pang
mga anyo ng mga insentibo sa mga
karapatdapat na estudyante sa agham, mga
mananaliksik, mga scientist, mga imbentor,
mga technologist, at mga mamamayang may
natatanging likas na talino.
SEKSYON 12. Dapat regulahin ng Estado
ang paglilipat at itaguyod ang pag-aangkop
ng teknolohiya mula sa lahat ng batis para sa
pambansang pakapkinabangan. Dapat
pasiglahin nito ang pinakamalawak na
ARTICLE XIV
regions and disciplines which shall
undertake, coordinate, and promote
researches for the development,
propagation, and preservation of Filipino
and other languages.
Science and Technology
SECTION 10. Science and technology are
essential for national development and
progress. The State shall give priority to
research and development, invention,
innovation, and their utilization; and to
science and technology education,
training, and services. It shall support
indigenous, appropriate, and self-reliant
scientific and technological capabilities,
and their application to the country’s
productive systems and national life.
SECTION 11. The Congress may provide
for incentives, including tax deductions,
to encourage private participation in
programs of basic and applied scientific
research. Scholarships, grants-in-aid, or
other forms of incentives shall be
provided to deserving science students,
researchers, scientists, inventors,
technologists, and specially gifted
citizens.
SECTION 12. The State shall regulate the
transfer and promote the adaptation of
technology from all sources for the
national benefit. It shall encourage the
widest participation of private groups,
ARTIKULO XIV
paglahok ng mga pribadong pangkat, mga
pamahalaang lokal, at mga organisasyong
salig-pamayanan sapglikha, at pagsasagamit
ng agham at teknolohiya.
SEKSYON 13. Dapat pangalagaan at
seguruhin ng Estado ang mga eksklusibong
karapatan ng mga scientist, mga imbentor
mga artist at iba pang mga mamamayang
may likas na talino sa kanilang ari at mga
likhang intelektwal, lalo na kung kapaki-
pakinabang sa sambayanan para sa panahong
maaaring itakda ng batas.
Mga Sining at Kultura
SEKSYON 14. Dapat itaguyod ng Estado
ang pangangalaga, pagpapayaman at
dinamikong ebolusyon ng isang pambansang
kulturang Pilipino salig sa simulaing
pagkakaisa sa pagkakaiba-iba sa kaligirang
malaya, artistiko at intelektwal na
pagpapahayag.
SEKSYON 15. Dapat tangkilikin ng Estado
ang mga sining at panitikan. Dapat
pangalagaan, itaguyod, at ipalaganap ng
Estado ang pamanang historikal at kultural
at mga likha at mga kayamanang batis
artistiko ng bansa.
SEKSYON 16. Ang lahat ng mga
kayamanang artistiko at historiko ng bansa
ay bumubuo sa kayamanang kultural nito at
dapat pangalagaan ng Estado na maaaring
magregula sa disposisyon nito.
ARTICLE XIV
local governments, and community-based
organizations in the generation and
utilization of science and technology.
SECTION 13. The State shall protect and
secure the exclusive rights of scientists,
inventors, artists, and other gifted citizens
to their intellectual property and creations,
particularly when beneficial to the people,
for such period as may be provided by
law.
Arts and Culture
SECTION 14. The State shall foster the
preservation, enrichment, and dynamic
evolution of a Filipino national culture
based on the principle of unity in diversity
in a climate of free artistic and intellectual
expression.
SECTION 15. Arts and letters shall enjoy
the patronage of the State. The State shall
conserve, promote, and popularize the
nation’s historical and cultural heritage
and resources, as well as artistic creations.
SECTION 16. All the country’s artistic
and historic wealth constitutes the cultural
treasure of the nation and shall be under
the protection of the State which may
regulate its disposition.
ARTIKULO XIV
SEKSYON 17. Dapat kilalanin, igalang, at
pangalagaan ng Estado ang mga karapatan
ng mga katutubong pamayanang kultural sa
pagpapanatili at pagpapayaman ng kanilang
kultura, mga tradisyon, at mga institusyon.
Dapat isaalang-alang nito ang mga
karapatang ito sa pagbabalangkas ng mga
pambansang plano at mga patakaran.
SEKSYON 18. (1) Dapat seguruhin ng
Estado ang pantay na pagtamo ng mga
pagkakataong kultural sa pamamagitan ng
sistemang pang-edukasyon, mga kultural na
entity sa publiko o pribado, at mga
scholarship, mga kaloob at iba pang mga
insentibo, at mga pampamayanang sentrong
kultural at iba pang mga tanghalang
pangmadla.
(2) Dapat pasiglahin at tangkilikin ng Estado
ang mga pananaliksik at mga pag-aaral
tungkol sa mga sining at kultura.
Sports
SEKSYON 19. (1) Dapat itaguyod ng
Estado ang edukasyong pisikal at pasiglahin
ang mga programang pang-sports, mga
paligsahang panliga, at mga amateur sports,
kasama ang pagsasanay para sa mga
paligsahang pandaigdig, upang maisulong
ang disiplina sa sarili, pagtutulungan ng
magkakasama at kahusayan para sa
pagbubuo ng kapamayanang malusog at
mulat.
(2) Ang lahat ng mga institusyong pang-
edukasyon at dapat magsasagawa ng regular
na mga gawaing pang-sports sa buong bansa
at pakikipagtulungan sa mga samahan sa
palaro at iba pang mga sektor.
ARTICLE XIV
SECTION 17. The State shall recognize,
respect, and protect the rights of
indigenous cultural communities to
preserve and develop their cultures,
traditions, and institutions. It shall
consider these rights in the formulation of
national plans and policies.
SECTION 18. (1) The State shall ensure
equal access to cultural opportunities
through the educational system, public or
private cultural entities, scholarships,
grants and other incentives, and
community cultural centers, and other
public venues.
(2) The State shall encourage and support
researches and studies on the arts and
culture.
Sports
SECTION 19. (1) The State shall promote
physical education and encourage sports
programs, league competitions, and
amateur sports, including training for
international competitions, to foster self-
discipline, teamwork, and excellence for
the development of a healthy and alert
citizenry.
(2) All educational institutions shall
undertake regular sports activities
throughout the country in cooperation
with athletic clubs and other sectors.
Republic Act No. 1425
June 12, 1956

REPUBLIC ACT NO. 1425

AN ACT TO INCLUDE IN THE CURRICULA OF ALL PUBLIC AND PRIVATE SCHOOLS,

COLLEGES AND UNIVERSITIES COURSES ON THE LIFE, WORKS AND WRITINGS OF
JOSE RIZAL, PARTICULARLY HIS NOVELS NOLI ME TANGERE AND EL
FILIBUSTERISMO, AUTHORIZING THE PRINTING AND DISTRIBUTION THEREOF, AND
FOR OTHER PURPOSES

WHEREAS, today, more than any other period of our history, there is a need for a re-
dedication to the ideals of freedom and nationalism for which our heroes lived and died;

WHEREAS, it is meet that in honoring them, particularly the national hero and patriot, Jose
Rizal, we remember with special fondness and devotion their lives and works that have
shaped the national character;

WHEREAS, the life, works and writing of Jose Rizal, particularly his novels Noli Me Tangere
and El Filibusterismo, are a constant and inspiring source of patriotism with which the minds
of the youth, especially during their formative and decisive years in school, should be
suffused;

WHEREAS, all educational institutions are under the supervision of, and subject to
regulation by the State, and all schools are enjoined to develop moral character, personal
discipline, civic conscience and to teach the duties of citizenship; Now, therefore,

SECTION 1. Courses on the life, works and writings of Jose Rizal, particularly his novel Noli
Me Tangere and El Filibusterismo, shall be included in the curricula of all schools, colleges
and universities, public or private: Provided, That in the collegiate courses, the original or
unexpurgated editions of the Noli Me Tangere and El Filibusterismo or their English
translation shall be used as basic texts.

The Board of National Education is hereby authorized and directed to adopt forthwith
measures to implement and carry out the provisions of this Section, including the writing
and printing of appropriate primers, readers and textbooks. The Board shall, within sixty
(60) days from the effectivity of this Act, promulgate rules and regulations, including those
of a disciplinary nature, to carry out and enforce the provisions of this Act. The Board shall
promulgate rules and regulations providing for the exemption of students for reasons of
religious belief stated in a sworn written statement, from the requirement of the provision
contained in the second part of the first paragraph of this section; but not from taking the
course provided for in the first part of said paragraph. Said rules and regulations shall take
effect thirty (30) days after their publication in the Official Gazette.

SECTION 2. It shall be obligatory on all schools, colleges and universities to keep in their
libraries an adequate number of copies of the original and unexpurgated editions of the Noli
Me Tangere and El Filibusterismo, as well as of Rizal’s other works and biography. The said
unexpurgated editions of the Noli Me Tangere and El Filibusterismo or their translations in
English as well as other writings of Rizal shall be included in the list of approved books for
required reading in all public or private schools, colleges and universities.

The Board of National Education shall determine the adequacy of the number of books,
depending upon the enrollment of the school, college or university.

SECTION 3. The Board of National Education shall cause the translation of the Noli Me
Tangere and El Filibusterismo, as well as other writings of Jose Rizal into English, Tagalog
and the principal Philippine dialects; cause them to be printed in cheap, popular editions;
and cause them to be distributed, free of charge, to persons desiring to read them, through
the Purok organizations and Barrio Councils throughout the country.

SECTION 4. Nothing in this Act shall be construed as amendment or repealing section nine
hundred twenty-seven of the Administrative Code, prohibiting the discussion of religious
doctrines by public school teachers and other person engaged in any public school.

SECTION 5. The sum of three hundred thousand pesos is hereby authorized to be

appropriated out of any fund not otherwise appropriated in the National Treasury to carry
out the purposes of this Act.

SECTION 6. This Act shall take effect upon its approval.

Based on the Philippines’ vibrant history, the Filipinos are well-known throughout the world with their sense of
nationalism. Since the Spanish era until the latest People Power, the Filipinos had generously expressed their ideals
of their own love of freedom of their country. This certain noble love that we, Filipinos, are proud of should always
be remembered and practiced, and therefore should be taught to the younger generations. For this reason, the
Republic Act 1425, or popularly known as the Rizal Law, was implemented by the State.

The Rizal Law states that all public and private schools, colleges, and universities in the country must include in
their curricula, courses or subject about the life, works and, writings of Dr. Jose Rizal, particularly the novels, Noli
Me Tangere and El Filibusterismo. In this law, the honor of the Filipinos’ nationalism, particularly our national hero,
Dr. Jose Rizal, is met with special fondness and devotion by the younger generations during their formal education.

The works of Dr. Jose Rizal, especially the Noli Me Tangere and El Filibusterismo, are excellent inspiring sources
of nationalism or patriotism in which the Filipino youths should also recognize and put into practice. Since also in
school, the minds of these youths are carefully molded with proper knowledge and discipline. Therefore, in school,
the enacted curricula, course or subject is also a way of teaching the youths of being a good Filipino citizen.

On the other hand, minor occurrences have already violated this law. The use of the English translation as an
alternative medium is already a contrast to the objectives of the law. The law should also recognize our national
language and not the English language but this implementation may be difficult due to colonial mentality and the
recent issue of globalization. Certain primers, readers, and textbooks that are used in certain public schools with
only a few funds for good education had already edited the original texts to different explanations and views that
had led to a confusion or false knowledge to the students. But sad to say, there is not enough implementation of
laws that can control this problem in our poor country.

Many other violations of the law had been done and ignored. Adequate amounts of copies are not available in
public schools due to the massive graft and corruption of some public officials. Distribution of copies of Rizal’s
works that are free of charge to those persons desiring to read them is not also really available in the Purok
organizations and Barrio Councils throughout the country. I think that a revision of the Rizal Law should be
considered or, in a hard way, the law should be more strictly practiced and penalized so hat somehow, or in some
way, appreciation and recognition of the love of country is truly practiced.
The Rizal Law, also known as RA 1425, mandates the study of Rizal’s life and works, as shown in section 1. This Republic Act calls
for an increased sense of nationalism from the Filipinos during a time of a dwindling Filipino identity. According to the judicial
system, a republic act is a law that has already been passed and implemented. In contrast to this, a bill is merely a proposed law, in
other words it may or may not be passed by the Congress.

The Republic Act was signed by the President on June 12, 1956. From the notes preceding the body of the document, one may
infer that the bill was originally proposed in the Legislative arm of the Philippine Republic, in the Senate and House of
Representatives. According to the Official Gazette, the law was made effective thirty days after its implementation. The mere fact
that the Act was passed on the date of our independence seeks to stir up a greater sense of fervor in the Filipino, to believe in their
own country and national identity—who we are as a nation. It was this time when the Philippines was heavily dependent on the
American government for support and guidance. Also, based on the fact that Jose Rizal is honored by the Philippines as the
Philippine national hero, it is but appropriate that the document written to commemorate his accomplishments is written here, in the
land of his birth.

It is Senator Claro M. Recto who authored the Rizal Bill. While Senator Jose P. Laurel, Sr., who was then the Chairman of the
Committee on Education, sponsored the bill in the Senate. Both of them were known for their great sense of nationalism. This
nationalism served as the foundation to come up with this republic act, to set our country free from the hands of others and stand up
on our own—exactly the ideals and values that Rizal strove to fight for. It was written for the Filipino people, specifically the Filipino
youth, who may have lost their sense of nationalism. The writers endeavored to rekindle a lost spark in each Filipino’s belief in their
country. A republic act as drastic as the Rizal Law, which requires the study of Rizal’s life and works—something that does not need
to be required in the first place—can only be born out of the fact that Rizal and his works were not given a high priority in the
educational system of the country prior to the release of this act. It is clear that the government had to make drastic changes to
resolve the issue. This is evident in section 3 of the act, legalizing all forms of translations for Rizal’s works, as well as section 2,
obligating all schools, colleges and universities to keep an adequate number of copies of Rizal’s works. This makes them more
accessible to a greater audience.

It is hard to make out any form of emotion from any legal document; however, the choice of words is still able to convey a fiery
passion. To highlight this, they also use words or concepts that can easily relate to the common Filipino man. Such passion is vital,
as the audience is presumably of dwindling nationalism. In this regard, the writer attempts to show the audience the identity they
have slowly been losing, and show them how they can undo this.

There are important points that the author cited in this republic act that is worth noticing. First, “Whereas, today, more than other
period of our history, there is a need for a re-dedication to the ideals of freedom and nationalism for which our heroes lived and
died.” This document was written in the year 1956 during Magsasyay’s regime when the country was still recovering from the
Japanese occupation and still very dependent on US governance. Ideals of freedom and nationalism were very essential during
those times since the Philippines was still struggling for independence, and the country was still gradually developing its national
identity and integrity. During those times havoc also existed within the Filipinos since there were numerous uprisings against the
Philippine government. Moreover, even though this document was written decades ago, it is still striking because this clause is very
timely for this present generation when our culture is being overpowered by foreign influence and Filipino diaspora is widespread.

Another important point from RA 1425 is “Whereas, all educational institutions are under the supervision of, and subject to
regulation by the State, and all schools are enjoined to develop moral character, personal discipline, civic conscience, and to teach
the duties of citizenship.” It is very important to use our educational institutions to instill these values to the children who are at their
prime years of growing and learning. During one’s educational years especially the college level is when individuals formulate their
priorities and career tracks in life, and it is essential that institutions make students realize that the country should be a part of their
priorities and serving one’s country is an innate and inborn duty for all. Also, embedding a profound and authentic moral character
and a strong sense of personal discipline in the youth would yield proficient, genuine, and selfless Filipinos of the future who would
turn the Philippines from an impoverished country to a globally competitive nation.

Lastly, “The Board of National education shall cause the translation of the Noli Me Tangere and El Filibusterismo, as well as other
writings of Jose Rizal into English, Tagalog and the principal Philippine dialects; cause them to be printed in cheap, popular editions;
and cause them to be distributed, free of charge, to persons desiring to read them, through the Purok organizations and the Barrio
Councils throughout the country.” To provide a specific way to carry out this act is very helpful. It makes the goal very SMART –
specific, measurable, attainable, realistic and time-bound. It is also important that the effects of this act would be experienced by all
students even those who are financially troubled. It is commendable that in the context of this act, the poor is well represented and
that it is attainable regardless of ethnicity, social stature, and language barriers.

This document was obviously written during a time when patriotism and nationalism was lost and needed, and a time when people
were inspired by the initiative of the authors of this act. It was during this time when the Philippines and its’ citizens relied on the
United States for guidance, support and welfare. It was written in order to seek aide from the same brilliant mind that drove the
Filipinos of the past to fight for freedom from colonists entails another need for another meaningful revolution in spite of the absence
of invaders; the country may have needed a slow-paced revolution driven by patriotism against dormancy, apathy and futility.