Submitted by:
Dadang, Ian Khen R.
Taquiso, Joan Therese I.
Tinoy, Honey Lou U.
Debate Outline
I.
Resolution Analysis
A. Definition of key terms.
 Sex
Either of the two major forms of individuals that occur in many species and that
are distinguished respectively as female or male especially on the basis of their
reproductive organs and structures. It may also refer to sexual activity, including
specifically sexual intercourse. (English Dictionary)
 Sex Education
A broad term that is used to describe education about human sexual anatomy,
sexual intercourse, and other aspects of human sexual behavior. (ScienceDaily)
Sometimes referred to as sexuality education is any process dedicated to
providing information about sexual techniques, practices, and health or human
sexuality. (goodtherapy.org)
 Contraceptive
A mechanism or means by which conception as a result of sexual intercourse can
be prevented or made less likely. (English Dictionary)
 HIV (Human Immunodeficiency Viruses)
Two (2) species of Lentivirus that causes infection and overtime an Acquired
Immunodeficiency Syndrome (AIDS). In its simplest sense, HIV is a virus that damages
the immune system.
 AIDS (Acquired Immunodeficiency Syndrome)
A condition in humans in which progressive failure of the immune system allows
life-threatening infections and cancers to thrive.
 Teenage Pregnancy
A pregnancy that occurs for a woman under the age of 20. Although technically
not a teenager, a young woman 12 or under who is pregnant falls into this definition
of teenage pregnancy as well. (American Pregnancy Association)
 Carcinogenic
Causing or tending to cause cancer.
B. Resolution type
Policy Resolution: Sex education should not be mandatory in schools.
C. Burdens
Burdens of Rejoinder:
 Rebut the affirmative side on the implementation of sex education in the curriculum.
 Identify faulty reasoning in the opponent’s argument on sex education.

Show why a valid conclusion cannot be derived from the reasons provided by the
affirmative side.
D. Decision Rule
The decision on whether the policy will be adopted or not shall be based on who has the
higher average grade based on the three criteria namely Matter, Manner and Method.
These are the three criteria against which the debaters will be scored.
Manner- 40
Matter- 40
Method- 20
Total- 100 points
A. Harms
 Sex Addiction
 Notion of Safe Sex
 Sexual Intercourse during school is increasing
 Philippines would eventually become a liberated country which opposes to the claim
that we are the only Christian-country in the Southeast Asia
B. Significance
 Implementation of Sex Education as part of the DepEd curriculum will bring about
awareness in order to curb the occurrences of teenage pregnancy, population growth
and sexual diseases.
III.
Inherency
A. Attitude Inherency
 Many religious sectors are not in favor of implementing sex education in schools since
they never talk about reducing fornication or meeting the spiritual needs of our
children. They focus on bodies when the real concern is souls. In addition, children
don’t need sex education, they need chastity ed. Kids need to learn how to say no and
why saying no is in their best interest – physically, emotionally, spiritually.
B. Structural Inherency
 Catholic Bishops’ Conference of the Philippines (CBCP) reiterates that the Church is
not against sex education. But for reasons of morality and religious faith, they strongly
object to the proposed sex education program. The program is devoid of any
substantive moral and religious value formation. Furthermore, they believed that a
contraceptive-oriented population control program is not the moral way. Even if
powerful organizations in the world might imperiously and ideologically promote and
fund such programs, they would still object. Moral truth is not created by the
powerful or by popular opinion. Moral truth is what God wills from the Sacred
Scriptures, interpreted and taught authentically by the Church’s teaching authority.

Teachers themselves are not comfortable in tackling sexuality and reproductive
health education because their knowledge on the subject is limited and also, they are
hesitant to teach sex education because they are not motivated due to the sensitivity
of the topic. Apparently, there is much discomfort among teachers in talking about
subjects that were taboo when they grew up.
IV. Plan
A. Agent of Action
1.
2.
3.
4.
5.
The World Health Organization (WHO)
Department of Health (DOH)
Department of Education (DepEd)
The United Nations Children's Fund (UNICEF)
Commission on Population and Development (POPCOM)
 Population and Development Integration (POPDEV)
 Responsible Parenthood- Family Planning (RP-FP)
 Adolescent Health and Development (AHD)
 Gender and Development (GAD)
B. Mandate
1. The Republic Act 10354 or the Responsible Parenthood and Reproductive Health
(RPRH) Act of 2012 mandates the Department of Education (DepEd) to design a
Comprehensive Sexuality Education (CSE) which is a curriculum-based process of
teaching about the cognitive, emotional, physical, and social aspects of sexuality. It
intends to impart age-appropriate and medically accurate information to equip the
learners with knowledge, skills, attitudes, and values that will empower them to
realize their health, well-being, and dignity.
2. DepEd’s Order No. 31 s. 2018, the integration shall be based on the identified learning
areas and are made congruent to the learning objectives and competencies in Music,
Arts, Physical Education, and Health (MAPEH), Araling Panlipunan (AP), Edukasyon sa
Pagpapakatao (EP).
C. Funding

In Malacañang, Health Undersecretary Gerardo Bayugo stated that the plan is
included in the government’s P3.35-trillion budget for 2017, where P1 billion has
been allocated for the HIV-AIDS program. The budget includes HIV testing, condom
distribution and awareness campaign. P50 to P100 million were allocated for
procurement of condom to avoid teen age pregnancy and control population
D. Enforcement

The Secretary of the Department of Education will approve a department order
establishing a comprehensive sexuality education policy aimed at providing students
with appropriate life skills that can advance gender equality and empowerment,
clarify their values and attitude and reduce risks related to poor health outcomes. In
line with this, sex education curriculum will be developed. Then regional directors and
superintendents will invite health organizations in order to give workshops to
teachers handling sexuality education in order for them to be equipped.
V.
Solvency


VI.
Plan will not meet need. If we accept the plan nothing will change. In fact, things
could get worse.
A comprehensive, reliable and rigorous Cochrane review of studies reviewing schoolbased interventions on sex education was done and results showed that sex
education programs do not reduce pregnancy and STDs among the young. In fact,
they have no effect on adolescent pregnancy and STD rates. The review also showed
that promoters of current sex education policies really do not know what works (or
does not work) in practice.
Advantages




Parents will be encouraged to be responsible in teaching their children about sex education
as a sensitive matter.
Teachers will not be burdened in teaching the course.
Students especially the elementary ones will not lose their innocence.
Students will not have the thinking that it’s okay to have sex as long as it is safe.