NINETEENTH CONGRESS OF THE ) 
REPUBLIC OF THE PHILIPPINES ) 
First Regular Session 
)
of liii’
23 FEB 15 PI 59
RtCEIVc^B1
SEN
S.B. No Yl87
Introduced by SENATOR IMEE R. MARCOS
AN ACT
INTEGRATING THE SUBJECT ON CLIMATE CHANGE EDUCATION 
INTO THE SCIENCE CURRICULUM OF GRADES 2 TO SENIOR HIGH SCHOOL 
OF THE PHILIPPINE EDUCATION SYSTEM, BOTH PRIVATE AND PUBLIC
EXPLANATORY NOTE
Article II, Section 16 of the 1987 Constitution provides that, "The State shall 
protect and advance the right of the people to a balanced and healthful ecology In 
accord with the rhythm and harmony of nature." Moreover, Article XIV, Section 2 states 
that "the State shall establish, maintain, and support a complete, adequate, and 
Integrated system of education relevant to the needs of the people and society."
Climate change is a pressing concern worldwide. It is the long-term alteration of 
temperature and typical weather patterns in a place which could refer to a particular 
location or the planet as a whole and may cause weather patterns to be less 
predictable. It is caused largely by human activity such as burning fossil fuels like 
natural gas, oil, and coal. Some of the long-term effects of climate change include: loss 
of sea ice, accelerated sea level rise and longer, more intense heat waves.
In the Philippines, over the past decade, tropical storms have struck the country 
more often and more severely. Scientists believe this occurred because of climate 
change, in addition to the country's significant geographic location with over 7,641 
islands.
The Global Climate Risk Index, released in September 2022, ranked the 
Philippines first in the world among 193 countries (representing 99 percent of global 
population) in terms of being at risk due to climate change. India and Indonesia ranked 
second and third, followed by Colombia and Mexico. The Philippines is located in the 
western Pacific Ocean, surrounded by naturally warm waters that will likely get even 
warmer as average sea-surface temperatures continue to rise. Thus, education and 
awareness-raising for the people to have informed decision-making, play an essential


role in increasing adaptation and mitigation capacities of communities, and in 
empowering women and men to adopt sustainable lifestyles.
This bill seeks to integrate, as mandatory, the subject: Climate Change Education 
into the Science curriculum of Grades 2 to Senior High School of the Philippine 
Education System, in both private and public. Mandating the subject on climate change 
will help people, especially the youth, in understanding and addressing the impact of 
global warming, increasing "climate change literacy," and encouraging changes in their 
attitudes and behavior to protect and preserve our environment.
Given the abovementioned, the immediate passage of this Act is earnestly
sought.
R. MARCOS


NINETEENTH CONGRESS OF THE ) 
REPUBLIC OF THE PHILIPPINES ) 
First Regular Session 
)
SENATE ^ ^
S.B. No. 1887
of till' c.etai'^
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23 FEB 15 PI 59
RlXEiVFDBV
Introduced by SENATOR IMEE R. MARCOS
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AN ACT
INTEGRATING THE SUBJECT ON CLIMATE CHANGE EDUCATION 
INTO THE SCIENCE CURRICULUM OF GRADES 2 TO SENIOR HIGH SCHOOL 
OF THE PHILIPPINE EDUCATION SYSTEM, BOTH PRIVATE AND PUBLIC
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 "Climate Change 
Education Act."
Sec. 2. Declaration of Policy. - The State shall protect and advance the right of 
the people to a balanced and healthful ecology in accord with the rhythm and harmony 
of nature. The State also recognizes the importance of providing quality education and 
an integrated system relevant to the needs of the people and society.
Towards this end, the State shall introduce pro-active measures to raise the 
awareness of the public, especially the youth, on climate change and address the 
impact of global warming.
Sec. 3. Climate Change Education. - The Department of Education (DepEd) 
shall prescribe the integration of Climate Change education under the Science 
Curriculum of Grades 2 to Senior High School level, in both private and public 
educational institutions.
The instruction of the subject shall include both theoretical and practical 
components to ensure effective learning and deep understanding of the subject matter 
including, but not limited to, the following:
(a) How natural environment function and how human activities increase 
hazards to disasters, environmental degradation, and resource depletion, 
among others;


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(b) Relevant national and local environmental laws;
(c) Pressing global and local environmental issues; and
(d) Measures to prevent and mitigate and mitigate the effects of climate 
change.
Sec. 4. Annual Review and Assessment. - The DepEd shall conduct an annual 
review of the institutionalization of the Climate Change education in Grades 2 to Senior 
High School level to ensure its efficient implementation and assess the learning 
outcome of the students.
Sec. 5. Implementing Rules and Regulations. - Within sixty (60) days from the 
effectivity of this Act, the DepEd shall formulate and promulgate the necessary rules 
and regulations to implement the provisions of this Act.
Sec. 6. Repealing Clause. - All laws, decrees, orders, rules and regulations or 
other issuances or parts thereof inconsistent with the provisions of this Act are hereby 
repealed or modified accordingly.
Sec. 7. Separability Clause. - If any portion or provision of this Act is declared 
unconstitutional, the remainder of this Act or any provision not affected thereby shall 
remain in force and effect.
Sec. 8. Effectivity. - This Act shall take effect fifteen (15) days after its 
publication in the Official Gazette or in a newspaper of general circulation.
Approved,