Anti-pabebe Act of 2025

Sciate Pffice of the Secretary TWENTIETH CONGRESS OF THE REPUBLIC OF THE PHILIPPINES ) First Regular Session AUG 27 P5:29 SENATE RECEIVED BV: S. No. 1300 Introduced by Senator Robinhood Padilla AN ACT TO PROMOTE HOLISTIC DEVELOPMENT IN EARLY EDUCATION THROUGH THE MANDATORY INTEGRATION OF PRACTICAL LIFE SKILLS, VALUES FORMATION, AND ENVIRONMENTAL AWARENESS IN THE BASIC EDUCATION PROGRAM, APPROPRIATING FUNDS THEREOF, AND FOR OTHER PURPOSES EXPLANATORY NOTE Different educational systems worldwide have acknowledged the necessity of equipping learners not only with academic knowledge but also with life skills, or the abilities for adaptability and positive behavior for students to effectively manage the demands and challenges of their daily lives, especially in the digital age. According to the World Health Organization's (WHO) framework on Life Skills Education, these core abilities include decision-making, problem-solving, creative and critical thinking, effective communication, interpersonal relationship skills, self-awareness, empathy, and coping with emotions and stress.1 The WHO is promoting the teaching of abilities that are often taken for granted. However, there is a growing recognition that with changes in many cultures and lifestyles, many young people are not sufficiently equipped with life skills to help them deal with the increased demands and stresses they experience. They seem to lack the support required to acquire and reinforce the necessary life skills. Traditional ' World Health Organization. (1997). Life skills education for children and adolescents in schools: Introduction and guidelines to facilitate the development and implementation of life skills programmes. World Health Organization. https://apps.who.int/iris/handle/10665/63552, p.1

mechanisms for passing on life skills (e.g. family and cultural factors) may no longer be adequate, considering the influences that shape young people's development nowadays. These influences include multi-media, the world wide web, and the effects of growing up in situations of cultural diversity, all available at the youth's finger tips. Also the rapid rate of social change, witnessed in many countries, makes the lives of young people, their expectations, values, and opportunities very different from that of their parents.2 The methods used in the teaching of life skills builds upon what is known of how young people learn from their own experiences and from the people around them, from observing how others behave and what consequences arise from behavior. 3 This proposed measure seeks to institutionalize these essential skills within the Philippine curriculum. It aligns with global best practices which show that systematic life skills education, combined with values formation and environmental awareness, strengthens psychological and social competence, enhances mental well-being, reduces behavioral risks, and fosters responsible citizenship among the Filipino youth. Evidence cited by WHO and other international education bodies indicates that well-designed life skills programs improve learners' self-esteem, interpersonal relationships, academic performance, and civic engagement, while reducing dropout rates, bullying, and other behavioral issues.* Importantly, early exposure to these programs maximizes its long-term benefits. This measure also mandates hands-on and age-appropriate activities; including school gardening, composting, sewing, cooking, budgeting, and community-based environmental projects, to ensure actual skills acquisition. These activities operationalize the principle that learning by doing is critical to developing both competence and confidence in applying life skills. In promoting holistic development, the Act likewise reinforces environmental stewardship, in recognition of the Philippines' constitutional commitment to a balanced and healthful ecology. Early integration of environmental awareness will cultivate in learners a lifelong sense of ecological responsibility. * World Health Organization, 1997, p. 5 * World Health Organization, 1997, p. 5 World Health Organization, 1997

In view of the foregoing, the passage of this measure is earnestly sought. ROBINHOOD PADILLA Senator

• Senate ffice of the excerrtare TWENTIETH CONGRESS OF THE ) REPUBLIC OF THE PHILIPPINES ) First Regular Session ) AUG 27 P5:30 SENATE RECEIVED BY: S. No. 1300 Introduced by Senator Robinhood Padilla AN ACT TO PROMOTE HOLISTIC DEVELOPMENT IN EARLY EDUCATION THROUGH THE MANDATORY INTEGRATION OF PRACTICAL LIFE SKILLS, VALUES FORMATION, AND ENVIRONMENTAL AWARENESS IN THE BASIC EDUCATION PROGRAM, APPROPRIATING FUNDS THEREOF, AND FOR OTHER PURPOSES Be it enacted by the Senate and House of Representatives of the Philippines in Congress assembled:

Section 1. Short Title. - This Act shall be known as the "Anti-Pabebe Act of

2025."

Sec. 2. Declaration of Policy. - It is the declared policy of the State to protect

and promote the right of all citizens to quality education at all levels and to take 5 appropriate steps to make such education accessible to all. In line with Section 1 and 2 of Article XIV of the 1987 Constitution, the State 7 recognizes the role of education in fostering patriotism, ethical and spiritual values, 8 self-discipline, and personal and collective responsibility. The State likewise underscores the need to foster holistic growth through an education system that includes the development of practical life skills, character formation, and ecological awareness.

Sec. 3. Statement of Objectives. - In pursuit of such policy, the State shall aim

to achieve the following objectives under this Act: a. Institutionalize the integration of practical life skills, values formation, and environmental awareness in the curriculum from kindergarten to the

completion of basic education, through both theoretical learning and hands-on activities; b. Promote psychosocial competence among learners to help them cope effectively with daily challenges and societal demands; c. Ensure that the learners are equipped with adaptive behaviors, sufficient emotional intelligence, and civic responsibility through the use of structured curriculum modules; and d. Reinforce lifelong learning and community engagement by embedding overall life awareness and environmental consciousness early in the educational system.

Sec. 4. Definition of Terms. - As used in this act, the following terms shall

mean: a. Environmental Awareness - the recognition of the importance of ecological balance, sustainability, climate responsibility, and the duty to conserve and protect the natural environment; b. Life Skills - the abilities for adaptability and positive behavior that enable individuals to deal effectively with the demands and challenges of everyday life; c. Psychosocial Competence - the individual's ability to maintain mental well-being and demonstrate responsible behavior while interacting with others and adapting to cultural and environmental contexts; and d. Values Formation - the structured development of moral, ethical, and civic values to guide appropriate conduct, respect for human dignity, integrity, and social responsibility.

Sec. 5. Scope. - This Act shall apply to all public and private educational

institutions offering early childhood and basic education programs, from Kindergarten to Grade 12. The integration of practical life skills, values formation, and environmental awareness shall be vertically aligned and progressively reinforced across all grade levels in the basic education curriculum. The application of this program shall be guided by the principles of age- appropriateness and relevance.

Sec. 6. Curriculum Development. - The DepEd shall:

a. Consult with experts in child psychology and development, environmental science, and education during the curriculum development process; b. Develop and implement a comprehensive framework and modules for practical life skills, values formation, and environmental awareness, aligned with existing learning competencies; C. Provide teacher with training, instructional materials, and monitoring mechanisms to ensure effective integration in the classroom settings; and d. Collaborate with National Government Agencies (NGAS), Non- Government Organizations (NGOs), community organizations, and academic institutions to promote complementary activities and community projects.

Sec. 7. Hands-on Participation and Skills Application. - To ensure that the life

skills are embedded properly, the curriculum developed under this Act shall incorporate mandatory hands-on activities and practical demonstrations across grade levels. These activities shall include, but shall not be limited to: a. Basic agriculture and farming (school gardening, composting, vertical and sustainable planting); b. Sewing and basic textile mending; c. Basic cooking and food safety practices; d. Household and self-care skills (e.g., cleaning, budgeting, organizing personal space); e. Community-based environmental activities, including clean-up drives and recycling initiatives; and f. Carpentry and woodwork. These practical activities must be age-appropriate and relevant and shall be implemented through performance tasks. Schools shall ensure that these activities are supported by appropriate facilities and trained educators.

Sec. 8. Implementing Rules and Regulations. - Within ninety (90) days from

the effectivity of this Act, the DepEd, in consultation with the Department of Social Welfare and Development (DSWD), Department of Environment and Natural

1 Resources (DENR), and recognized child psychology and development experts, shall 2 promulgate the necessary rules and regulations for the effective implementation of this Act.

Sec. 9. Appropriations. - The amount necessary for the initial implementation

5 of this Act shall be charged against the current appropriations of the DepEd. 6 Thereafter, such sums as may be necessary for the continued implementation shall be included in the annual General Appropriations Act.

Sec. 10. Separability Clause. - If any provision of this Act shall be held

unconstitutional or invalid, the other provisions not otherwise affected shall remain in 10 full force and effect.

Sec. 11. Repealing Clause. - All laws, decrees, orders, issuances, and rules and

regulations, or parts thereof inconsistent with the provisions of this Act are hereby repealed or modified accordingly.

Sec. 12. Effectivity. - This Act shall take effect fifteen (15) days after its

publication in the Official Gazette or in at least two (2) newspapers of general circulation. Approved,