Lakambini Act of 2026

•*. Senate TWENTIETH CONGRESS OF THE Office of the Secretarp ) REPUBLIC OF THE PHILIPPINES First Regular Session MAY -6 P2:41 SENATE RECEIVED BY S. B. No. 2120 INTRODUCED BY SENATOR RISA HONTIVEROS AN ACT INSTITUTIONALIZING THE STUDY OF FILIPINO WOMEN HEROES IN THE CURRICULA OF ALL PUBLIC AND PRIVATE EDUCATIONAL INSTITUTIONS TO PROMOTE HISTORICAL AWARENESS AND RECOGNIZE THE ROLE OF WOMEN IN NATION-BUILDING EXPLANATORY NOTE This bill seeks to strengthen the teaching of Philippine history and values formation by ensuring the systematic inclusion of women historical figures in the curriculum of all levels of education. While existing education policies encourage gender-sensitive education, the roles of Filipina revolutionaries, educators, and community builders remain underrepresented or are often discussed only in passing. Philippine history is rich with examples of women who demonstrated courage, patriotism, and leadership. Some of the more well-known are Gabriela Silang, who took command of revolutionary forces in Ilocos after the death of her husband and became one of the earliest symbols of resistance against colonial rule and Melchora Aquino, also known as "Tandang Sora," provided refuge, food, and medical care to Katipuneros during the Philippine Revolution But there are also those who are less celebrated like Trinidad Tecson, often called the "Mother of Biak-na-Bato," who actively participated in battles and later served in the Malolos Congress, and Gregoria de Jesus, the Lakambini of the Katipunan who not only provided crucial logistics and intelligence work but as the primary custodian of sensitive revolutionary documents, she was able to safeguard valuable historical records of the movement. Beyond the revolutionary period, women have also shaped the nation through leadership and civic engagement. Josefa Llanes Escoda advocated for women's rights and founded the Girl Scouts of the Philippines, while Maria Rosa Luna Henson or Lola Rosa was the embodiment of courage being the first Filipina who made public her story as a comfort woman during the Japanese occupation, and fought for justice and indemnity for victims of wartime sex slavery. By integrating the lives and contributions of these Filipina heroes into the curriculum, this measure aims to provide a more accurate, inclusive, and balanced account of Philippine history. It will enable students to better appreciate the diverse individuals who shaped the

nation and inspire young learners, regardless of gender to embody values of courage, leadership, and service. Lastly, by naming this proposed bill as the Lakambini Act, it seeks to reclaim the title, "Lakambini," which historically denotes "women leader" rather than merely a "muse." With this we aspire to further promote gender equality in education, strengthen historical consciousness, and foster a deeper sense of national identity by recognizing the vital role of women in the country's struggle for freedom, democracy, and nation-building. In view of the foregoing, the immediate passage of this bill is earnestly sought. RISA HONTIVEROS Senator

senate Difier of the Secretary TWENTIETH CONGRESS OF THE REPUBLIC OF THE PHILIPPINES First Regular Session MAY -6 P2:41 SENATE RECEIVED BY: S. B. No. 2120 INTRODUCED BY SENATOR RISA HONTIVEROS AN ACT INSTITUTIONALIZING THE STUDY OF FILIPINO WOMEN HEROES IN THE CURRICULA OF ALL PUBLIC AND PRIVATE EDUCATIONAL INSTITUTIONS TO PROMOTE HISTORICAL AWARENESS AND RECOGNIZE THE ROLE OF WOMEN IN NATION-BUILDING

Sec. 1. Short Title. - This Act will be known as the "Lakambini Act of 2026."

Sec. 2. Declaration of Principles and State Policies.

(a) The State shall affirm the role of women in nation-building and shall promote the empowerment of women. (b) The State shall commit to developing an education curriculum that is gender- and culture-sensitive. To this end, the State must strengthen the Filipino youth's awareness and understanding of the Philippines' women heroes and their contributions to shaping our history, particularly in advancing our fight for freedom, independence, and equality.

Sec. 3. Inclusion in the Curriculum. - All public and private educational institutions

at the primary, secondary and tertiary levels are directed to include in their curricula the study of Filipino women heroes and their contributions in shaping key events in the Philippines' history.

Sec. 4. Development of the Curriculum. - (a) For the primary and secondary levels,

the DepEd, as the implementing agency, is mandated to develop age-appropriate curricula, instructional materials, and teaching modules consistent with Section 3 of this Act. (b) For the tertiary level, the CHED, as the implementing agency, is mandated to develop academic-level curricula, instructional materials, and teaching modules consistent with Section 3 of this Act. (c) In the development of the curriculum, the DepEd and CHED shall ensure that they emphasize not only prominent figures such as Gregoria de Jesús, Melchora Aquino, Gabriela Silang, Teresa Magbanua, Josefa Lianes Escoda, Trinidad Tecson, Agueda Kahabagan, Leona Florentino, Carmen Planas, and Maria Rosa Luna Henson, but also give due recognition to local, indigenous, grassroots, and marginalized leaders and communities, as historically interpreted within the context of their time and duly supported by substantial scholarly

research, as identified by the National Historical Commission of the Philippines (NHCP) and other credible cultural and academic institutions.

Sec. 5. Medium of Instruction. -All public and private institutions shall use textbooks

and learning resources aligned with the curriculum developed by the DepEd for the primary and secondary levels, and by the CHED for the tertiary level. Further, these institutions shall adopt creative, culturally responsive, and accessible mediums as supplemental teaching materials, including but not limited to the following, to ensure an inclusive and engaging learning experience for all students: (a) Literature; (b) Research studies; (c) Films; (d) Documentaries; (e) Theater performances; (f) Digital media; and (g) Community-based artworks.

Sec. 6. Appropriations. - This Act will be implemented initially within the framework of

the budget of the DepEd and CHED for the year it is enacted into law. As far as practicable, the funds required will be drawn from its appropriations for policy formulation, program planning, standards development, and instructional materials development. Thereafter, the amounts as may be necessary for the implementation of this Act will be included in the budget of the DepEd and CHED in the annual General Appropriations Act.

SEC. 7. Implementing Rules and Regulations. - Within sixty (60) days after the

effectivity of this Act, the DepEd and CHED are directed to promulgate the rules and regulations needed for the implementation of this Act.

Sec. 8. Separability Clause. - If, for any reason, any part or provision of this Act is

held unconstitutional or invalid, the remaining parts or provisions not affected will continue in full force and effect.

Sec. 9. Repealing Clause. - All laws, decrees, executive orders, proclamations, rules

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

Sec. 10. Effectivity. - This Act takes effect fifteen (15) days after its publication in at

least two (2) newspapers of general circulation. Approved,