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DATE _30 JUN 2005
Republic of the Philippines TIME AL St
HOUSE OF REPRESENTATIVES
IND'

Quezon City, Metro Manila

TWENTIETH (20°) CONGRESS
FIRST REGULAR SESSION

243

House Bill No.

Introduced by
Rep. ROBERT NAZAL

AN ACT INSTITUTIONALIZING FUTURE-PROOF SKILLS TRAINING IN ARTIFICIAL
INTELLIGENCE, CODING, DATA SCIENCE, CLIMATE ADAPTATION, AND GREEN
TECHNOLOGIES IN BASIC AND HIGHER EDUCATION, PROVIDING FUNDS
THEREFOR, AND FOR OTHER PURPOSES.

EXPLANATORY NOTE

The 21st century is defined by rapid technological transformations and the intensifying
impacts of the climate crisis. The world is shifting toward digital economies and green
transitions, and the Philippines must empower its youth and workers with future-ready
skills to remain competitive, inclusive, and resilient.

According to the World Economic Forum's Future of Jobs Report 2023, over 44% of
worker skills will change within the next five years, with Al, big data, and green
technologies dominating labor demand. The ILO highlights the need for green skills and
lifelong learning in addressing job displacement caused by climate change. The Philippine
Development Plan (PDP) 2023-2028 emphasizes “future-proofing’ the Filipino workforce.
The International Labor Organization (ILO) warns that millions of jobs may be displaced
due to automation and climate shifts, but also notes that millions of new “green and digital
jobs" can be created, provided that education and training systems are reconfigured to
meet emerging demands.

In the Philippine context, the Development Academy of the Philippines (2022) reports that
nearly 58% of Filipino workers are vulnerable to displacement from automation unless
significant upskilling occurs. This is echoed in the Philippine Development Plan (PDP)
2023-2028, which calls for the transformation of human capital development through
digital literacy, Al education, STEM strengthening, and the promotion of lifelong learning.

The Philippine Future Skills Act aligns with the goals of Bagong Henerasyon Partylist to
invest in the potential of our youth and build an agile and empowered generation.


Therefore, this Act seeks to institutionalize these strategic directions by mandating
government-led, system-wide reforms that embed future skils developmentin education,
governance, and economic policy.

Rep. ROBBRT NAZAL
Bagong Henerasyon Party-List


Republic of the Philippines
HOUSE OF REPRESENTATIVES
Quezon City, Metro Manita

TWENTIETH (20) CONGRESS
FIRST REGULAR SESSION

House Bill No. 243

Introduced by
Rep. ROBERT NAZAL

AN ACT INSTITUTIONALIZING FUTURE-PROOF SKILLS TRAINING IN ARTIFICIAL
INTELLIGENCE, CODING, DATA SCIENCE, CLIMATE ADAPTATION, AND GREEN
TECHNOLOGIES IN BASIC AND HIGHER EDUCATION, PROVIDING FUNDS
THEREFOR, AND FOR OTHER PURPOSES

Be it enacted by the Senate and House of Representatives of the Philippines in Congress
assembled:

CHAPTER | - GENERAL PROVISIONS
SECTION 1. SHORT TITLE.

This Act shall be known as the “Philippine Future Skills Act.”

SECTION 2. DECLARATION OF POLICY.

It is the policy of the State to equip the Filipino workforce with future-proof skills that
ensure long-term employment, competitiveness, and resilience in the face of rapid
technological change, climate volatility, and shifting industrial landscapes. The State
affirms its commitment to institutionalize skills development in digital technologies, green
innovation, artificial intelligence, data science, and climate adaptation across all levels of
education.

The State shall promote an agile and inclusive education ecosystem, foster collaboration
between the public and private sectors, and ensure that education and training systems
respond dynamically to the evolving demands of the labor market and national
development goals.


SECTION 3. OBJECTIVES.
This Act aims to:

1. Mainstream education and training in artificial intelligence, coding, data science,
climate adaptation, and green technologies across all educational levels;

Align national human capital development with global digital and green trends;
Ensure inclusivity and accessibility of future skills training, particularly for women,
out-of-school youth (OSYs), persons with disabilities (PWDs), and indigenous
peoples (IPs);

Promote lifelong learning and flexible, stackable credentialing systems; and
Strengthen industry-academe-government collaboration in the co-creation of
curricular, assessment, and employment pathways.

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SECTION 4. DEFINITION OF TERMS.

As used in this Act:

A. Future Skills refer to evolving competencies that enable individuals to succeed in a
world increasingly shaped by automation, artificial intelligence, climate change, and
interconnected global systems. These include digital, technological, environmental,
and human-centered competencies.

B. Micro-Credentialing refers to a certification process that recognizes short-term,
skills-specific learning achievements that can be accumulated toward formal
qualifications.

€. Green Technologies refer to innovations designed to minimize environmental
impact, conserve energy and natural resources, and support sustainability.

D. Climate Adaptation refers to the ability to anticipate, respond to, and reduce
vulnerabilities related to climate-related risks and disasters.

€. National Future Skills Framework (NFSF) refers to the guiding document to be

developed under this Act, outlining core competencies, curricula standards, and
implementation strategies for future-proof skills development.

CHAPTER II - SCOPE AND COVERAGE
SECTION 5. COVERAGE.
This Act shall apply to:

1. All public and private basic and higher education institutions;


2, State Universities and Colleges (SUCs) and Local Universities and Colleges
(LUCs);

3. Technical Education and Skills Development Authority (TESDA)-accredited

Technical-Vocational Institutions (TVis);

Alternative Leaming System (ALS) providers and community learning centers;

Alll relevant government agencies engaged in human capital development.

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CHAPTER Ill - NATIONAL FUTURE SKILLS FRAMEWORK

SECTION 6. CREATION AND IMPLEMENTATION OF THE NATIONAL FUTURE
SKILLS FRAMEWORK.

There shall be a National Future Skills Framework (NFSF) established and regularly
updated every three (3) years by the Department of Education (DepEd), the Commission
on Higher Education (CHED), the Technical Education and Skills Development Authority
(TESDA), the Department of Science and Technology (DOST), and the Department of
Information and Communications Technology (DICT), in consultation with industry
stakeholders.

The Framework shall identify and define essential future-proof skills across three core
domains:

A. Digital and Technological Skills (e.g., Al, coding, cybersecurity);

B. Green and Climate Resilience Skills (e.g., renewable energy, disaster risk
reduction); and

C. Human-Centered and Interdisciplinary Skills (e.g., systems thinking, innovation
leadership).

The Framework shall also establish assessment benchmarks, curriculum alignment tools,
inclusion strategies, and modalities for digital learning and open educational resources
(OERs).

The Framework shall be developed in consultation with relevant industry partners,
education experts, civil society, and international organizations to ensure relevance,
inclusivity, and global benchmarking,

CHAPTER IV — CURRICULUM AND PROGRAM INTEGRATION
SECTION 7. INTEGRATION IN BASIC EDUCATION.
DepEd, in coordination with TESDA, DOST, and DICT, shall integrate future-proof skills
into the K-12 and ALS curriculum. This integration shall include digital literacy, coding,

data interpretation, green technologies, climate science, and Al fundamentals. Learning
materials shall be localized, inclusive, and accessible in regional languages.


Integration shall occur progressively:

A. Grades 4-6: Introductory digital and climate concepts;
B, Grades 7-10: Applied programming, green technologies, and Al ethics;
C. Grades 11-12: Specialized tracks and immersion with tech and green industries.

Future-proof skills shall also be integrated into ALS to reach marginalized sectors.

SECTION 8. INTEGRATION IN HIGHER EDUCATION.

CHED shall require HEIs to offer courses, minors, and interdisciplinary degree programs
in artificial intelligence, data science, environmental technologies, and green energy
systems. HEIs shall be encouraged to undertake related research and faculty upskilling.

CHED shall also support the offering of graduate certificates, stackable micro-credentials,
and distance education delivery of future skills programs, especially in underserved
areas.

CHAPTER V — GOVERNANCE, IMPLEMENTATION, AND CAPACITY BUILDING
SECTION 9, GOVERNANCE STRUCTURE.

National Future Skills Council (NFSC) shall be established, chaired by the Secretary of
Education, to oversee implementation, coordination, and periodic review of this Act. It
shall include representatives from CHED, TESDA, DICT, DOST, DTI, and relevant
industry and civil society sectors.

Regional and Local implementation Boards shall also be created to localize future skills
training in partnership with local government units.

SECTION 10. CAPACITY BUILDING AND INFRASTRUCTURE.

By 2027, all instructors teaching future-proof skills shall be required to complete
accredited certification programs.

At least one (1) Future Skills Training Center shall be established in each region by 2026.
These centers shall serve as hubs for digital, green, and innovation-based training,
equipped with updated laboratories and Al infrastructure.

Open Educational Resources (OERs) shall be developed and made publicly available. A
Digital Access Fund shall subsidize connectivity and devices for marginalized learners.


CHAPTER VI — INCLUSION, INDUSTRY LINKAGES, AND GLOBAL MOBILITY
SECTION 11. EQUITY AND INCLUSION.

CHED and TESDA shall provide scholarships, training vouchers, and learning materials
to learners from marginalized sectors, including women, OSYs, PWDs, and IPs.

Community-based and barangay-level workshops shall be supported through LGU-led
programs.
SECTION 12. INDUSTRY AND INNOVATION LINKAGE.
Incentives shall be provided for industries co-developing curricula, providing internships,
and donating equipment. A Youth Future Tech Innovation Fund shall support student-led
startups. The DFA and DTI shall promote international recognition of Filipino future skills
credentials to expand global mobility and job matching.

CHAPTER VII - FUNDING, MONITORING, AND FINAL PROVISIONS
SECTION 13. FUNDING AND MONITORING.
The amount of THREE BILLION PESOS (PhP 3,000,000,000.00) is hereby appropriated
for the initial implementation of this Act and shall be included in the General
Appropriations Act (GAA) annually thereafter.

‘An Annual Future Skills Education Report shall be prepared by DepEd and CHED and
submitted to Congress.

Private sector donations, endowments, and CSR projects supporting this Act shall be
entitled to tax deductions.

SECTION 14. IMPLEMENTING RULES AND REGULATIONS.

The NFSC shall promulgate the implementing rules and regulations (IRR) of this Act
within ninety (80) days from its effectivity.

SECTION 15. CONGRESSIONAL OVERSIGHT.

‘A Congressional Oversight Committee on Future Skills shall be created to monitor the
implementation of this Act and recommend legislative updates as necessary.


SECTION 16. SEPARABILITY CLAUSE.

if any provision of this Act is declared unconstitutional or invalid, the remainder of the Act
not affected thereby shall remain in full force and effect.

SECTION 17. REPEALING CLAUSE.

All laws, executive orders, administrative orders, and other issuances inconsistent with
this Act are hereby repealed or amended accordingly.

SECTION 18. 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