TWEENTIETH CONGRESS OF THE ) 
REPUBLIC OF THE PHILIPPINES ) 
First Regular Session 
)
ZLJ
jijL -9 95 :11
S. No
SENATE
325
Introduced by SENATOR CAMILLE VILLAR
AN ACT
ESTABLISHING A BASIC LIFE SKILLS COURSE IN THE HIGH SCHOOL 
CURRICULUM
EXPLANATORY NOTE
The transition from adolescence to adulthood is a critical phase during which 
individuals must develop the skills necessary for independent and responsible living. 
In the Philippines, the current educational framework predominantly emphasizes 
academic subjects, often overlooking the teaching of essential life skills. This oversight 
leaves many students ill-equipped to navigate real-world responsibilities and 
challenges.
Basic life skills such as financial literacy, nutrition, communication, and time 
management, are all crucial for personal development, self-sufficiency, and long-term 
well-being. These foundational skills empower young individuals to make informed 
decisions, manage their resources, maintain healthy relationships, and contribute 
meaningfully to their own families and communities. By helping equip students with 
these tools, we help lay the groundwork for a more competent, confident, and civically 
engaged citizenry.
The proposed measure entitled "Basic Life Skills Course Act" seeks to introduce 
a comprehensive skills curriculum in all high schools nationwide. The curriculum will 
cover a wide array of essential topics including, but not limited to, financial literacy, 
cooking and nutrition, basic home maintenance, interpersonal communication, 
emotional intelligence, time management, job search strategies, legal literacy, 
pedestrian and driver safety, and understanding taxation. These named subject areas 
are thoughtfully selected to help students confidently manage both personal and 
professional aspects of adult life.


Moreover, the measure aims to enhance the workforce readiness of our youth. 
As students enter the job market, employers increasingly seek individuals who not 
only possess technical qualifications but also demonstrate critical soft skills and the 
ability to adapt in complex social and practical environments. By embedding life skills 
into the high school curriculum, this measure ensures that graduates are better 
prepared to meet the demand of modern employment and to thrive in an evolving 
economic landscape.
The "Basic Life Skills Course Act" is a timely and necessary measure that 
responds to a long-standing gap in our education system. By preparing students for 
the realities of adulthood and fostering a culture of practical competence, the measure 
promotes self-reliance, career readiness, and civic responsibility. It represents a 
meaningful step toward a more holistic and future-ready education for the Filipino 
youth.
In view of the foregoing, the urgent passage of this bill is earnestly sought.
CAMILLE VILLAR


TWENTIETH CONGRESS OF THE ) 
REPUBLIC OF THE PHILIPPINES ) 
First Regular Session 
)
25 JlJl-9 ?5:11
SENATE
S. No.
325
Introduced by SENATOR CAMILLE VILLAR
AN ACT
ESTABLISHING A BASIC LIFE SKILLS COURSE IN THE HIGH SCHOOL 
CURRICULUM
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Be it enacted by die Senate and House of Representatives of the Philippines in 
Congress ass&nbied:
ARTICLE I
GENERAL PROVISIONS
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Act"
Section 1. Short Tide. -This Act shall be known as "Basic Life Skills Course
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Sec. 2. General Objectives This Act seeks to:
a. Establish a comprehensive Basic Life Skills curriculum for high school 
students, covering essential areas such as financial literacy, cooking and 
nutrition, basic home maintenance, interpersonal communication, time 
management, emotional intelligence, job search strategies, legal 
literacy, driver and pedestrian safety, and understanding taxation.
b. Guide educators and stakeholders in delivering a well-rounded, inclusive, 
and practical life skills education that prepares students for independent 
living and future challenges.
c. Promote collaboration with private and public sectors to provide 
resources, workshops, and real-world experiences that enhance the 
basic life skills curriculum.


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d. Foster alignment with national goals for education, workforce readiness,
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and civic responsibility, ensuring that students are equipped for personal
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and professional success.
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e. Support ongoing research and innovation in life skills education,
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incorporating new methods and technologies to meet the evolving needs
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of students and society.
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Sec. 3. Definition of Terms, As used in this Act, the following terms shall mean:
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a. Basic life skills - refer to essential abilities and knowledge necessary for
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managing everyday life in modern society. These skills are not tied to
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any specific profession but are fundamental for all adults in the
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workforce.
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b. Basic life skills course - a course or educational program designed to
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equip students with essential skills needed for successful daily living and
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personal development. The course covers a range of practical and
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universally applicable topics, such as financial literacy, cooking and
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nutrition, basic home maintenance, interpersonal communication, time
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management, emotional intelligence, job search strategies, legal
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literacy, driver and pedestrian safety, and understanding taxation.
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Sec. 4. Content of the Basic Life Skills Course. A course on basic life skills shall
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be included in the curriculum of all public and private high schools. This course shall
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be provided by the Department of Education (DepEd) together with the Technical
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Education and Skills Development Authority (TESDA) to equip students with essential
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life skills and prepare them for a smooth transition into adult society. Among others,
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the following topics shall be discussed:
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(1) Financial Literacy - Understanding and managing personal finances,
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including budgeting, saving, investing, credit, and debt management.
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(2) Driver and Pedestrian Safety - Education on safe driving practices,
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understanding road signs and laws, and ensuring personal safety as a
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pedestrian.


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(3) Cooking and Nutrition - The basics of preparing healthy meals,
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understanding nutritional information, making food choices that support
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overall health, and maintaining kitchen safety and hygiene.
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(4) Basic Home Maintenance - Skills for performing routine household tasks
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such as plumbing repairs, electrical fixes, cleaning, and general upkeep
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to ensure a safe and functional living environment.
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(5) Interpersonal Communication - Developing effective verbal and non-
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verbal communication skills, active listening, conflict resolution, and
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building positive relationships in both personal and professional settings.
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(6) Time Management - Techniques and activities for prioritizing tasks,
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managing schedules, setting goals, and using time efficiently to balance
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work, school, and personal life.
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(7) Job Search Strategies - Guidance on finding employment, including
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writing resumes and cover letters, preparing for interviews, networking,
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and understanding the job market.
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(8) Legal Literacy - Basic knowledge of the law, human rights and legal
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responsibilities, understanding contracts, navigating legal documents,
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and knowing when to seek legal advice.
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(9) Understanding Taxation - An overview of how taxes work, including
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income tax, sales tax, and property tax, as well as how to file tax returns
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and understand tax obligations.
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Sec. 5. Research and Development Research and Development shall be
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pursued, and priority shall be given to the development of effective, appropriate, and
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efficient instructional materials for the Basic Life Skills course. This will ensure that the
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curriculum is continuously improved and adapted to meet the evolving needs of
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students, equipping them with the essential skills required for adult life.
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Sec. 7. Appropriations. Such sums as may be necessary for the implementation
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of this Act shall be taken from any available appropriations of the DepEd and TESDA
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under the current General Appropriations Act. Thereafter, the succeeding


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appropriations for its continued implementation shall be included in the annual General 
Appropriations Act.
Sec. 6. Implementing Rules and Regulations. DepEd, TESDA, as well as expert 
course providers and other stakeholders shall formulate the implementing rules and 
regulations within ninety (90) days from the effectivity of this Act.
Sec. 7. Separability Clause. - If any provision of this Act is declared invalid or 
unconstitutional, the other provisions not affected by such declaration shall remain in 
full force and effect.
Sec. 8. Repealing Clause. - All laws, executive orders, administrative orders and 
rules and regulations inconsistent with this Act are hereby repealed or amended 
accordingly.
Sec. 9. Effectivity Clause. - This Act shall take effect fifteen (15) days after its 
complete publication in the Official Gazette or in two (2) newspapers of general 
circulation.
Approved,