EIGHTEENTH CONGRESS OF THE 
) 
REPUBLIC OF THE PHILIPPINES 
)
First Regular Session 
)
t f  tfit ik e c rrta ijt
NOV - 5  
P 3  22
SENATE
S. No. 1 1 1 5
Introduced bv SENATOR LEILA M. DE LIMA
AN ACT
INSTITUTIONAITZING HUMAN RIGHTS AS A SEPARATE AND 
SPECIALIZED SUBJECT IN BOTH BASIC AND HIGHER EDUCATION
EXPLANATORY NOTE
Section 3, Article XIV of the Constitution pro\1des in part that -
(1) All educational institutions shall include the study of the Constitution as part of
the curricula.
(2) They shall inculcate patriotism, foster love for humanity, respect for human
rights xxx
Section 18, subparagraph 5, Article XIII of the Constitution obliges the 
Commission on Human Rights (CHR) to “establish a continuing program of research, 
education, and information to enhance respect for the primacy of human rights”.
Subsequent legislations, such as Republic Act Nos. (R.A. No.) 6655 or the “Free 
Secondary Education Act”, R.A. No. 9710 or the “Magna Carta of Women”, R.A. No. 
9745 or the “Anti-Torture Act”, and R.A. No. 9262 or the “Anti-Violence Against 
Women and their Children Act” also expressly mandate government agencies to teach 
human rights in schools and other training institutions.
Various international human rights instruments, many of w'hich are ratified by 
the Philippines, encourage State parties to provide for Human Rights Education 
(HRE), including, among others, the Convention on the Rights of the Child (CRC), the 
Convention on the Elimination of All Forms of Discrimination Against Women 
(CEDAW), the International Convention on Civil and Political Rights (ICCPR), the 
International Covenant on Economic, Social and Cultural Rights (ICESCR), the


International Convention on the Elimination of All Forms of Racial Discrimination 
(ICERD), and the Convention Against Torture (CAT).
HRE is defined as training, dissemination and information efforts aimed at the 
building of a universal culture of human rights through the imparting of knowledge 
and skills and the molding of attitudes, which are directed towards : “(a) the 
strengthening of respect for human rights and fundamental freedoms; (b) the full 
development of the human personality and the sense of its dignity; (c) the promotion 
of understanding, tolerance, gender equality and friendship among all nations, 
indigenous peoples and racial, national, ethnic, religious and linguistic groups; (d) the 
enabling of all persons to participate effectivel}' in a free society; and (e) the 
furtherance of acthities of the United Nations for the maintenance of peace.”1
It is important to note that the Philippines was also among the signatories to 
the World Programme for Human Rights Education (WPHRE) of the United Nations 
Human Rights Committee, which is focused on integrating HRE in the primarv’ and 
secondary school systems.
It is clear that, given all the above domestic laws and treaties, we have sufficient 
and enabling framework for teaching human rights.
However, in a 2012 study commissioned by the CHR and the United Nations 
Development Programme (UNDP), entitled “The State of Human Rights Education in 
the Philippines: Issues, Concerns and Directions”,2 it was reported that HRE was 
taught at the appreciation level only. One of their recommendations, in fact, was to 
“deepen HRE and go beyond the appreciation leveU.”
...[B]ecause it is supposed to be integrated in the courses, there is not enough 
time devoted solely to human rights. One teacher put it dramatically, because it is 
supposed to be integrated, only “a total of 2 minutes are used at the end of the 
course to integrate human rights.xxx 1 2 3
1 'The State of Human Rights Education in the Philippines: Issues, Concerns and Directions” Paper presented 
during the 7th National Congress on Good Citizenship Forming the Youth into Good Citizens : Contemplating, 
Articulating, Operationalizing Values by Maricel T. Fernandez and Alex B. Brillantes of UP NCPAG (8 December 
2012). Retrieved from http://www.ombudsman.gov.ph/UNDP4/wp-content/uploads/2013/07/The-state-of- 
Human-Rights.pdf
2 Ibid.
3 Ibid.


...[B]ased on the survey and the focus group discussion (FGDs), the concerns of 
human rights are incorporated in the various courses of the schools...However, 
treatment of human rights is quite limited and thus may be said to be only at the 
level of appreciation, at most.
Even with the K to 12 Program now" in place, HRE is still merely incorporated 
in various existing subjects-^ from Grades 1-12.
In a time w'hen human rights \iolations are rampant and per\asive - the 
Philippine President himself criticized for misogamy, catcalling female reporters and 
making derogatoiy; comments about women; children forced to engage in the cybersex 
trade to feed their families; inmates densely cramped like sardines in jails and national 
penitentiaries, individuals flee their homes and communities of work and education in 
emergency situations brought by natural disaster or in the context of armed conflict - 
it is but the State’s responsibility to protect every citizen against human rights abuse 
both by state and private actors.
Tbe 2015 United Nations Report on the Role of Prevention in the Promotion 
and Protection of Human Rightss acknowledged that an effective HRE is an essential 
tool in the protection of human rights:
24. 
Human rights education contributes to the prevention of human rights 
violations and conflict, and to the enhancement of participation in decision-making 
processes within a democratic system ...it empowers rights-holders to claim their 
rights, and develops the capacity of those with power and responsibility (duty- 
bearers), such as the police, military and public officials, to meet their obligations 
to protect, respect and fulfil human rights. Inadequate human rights education has 
been identified as one of the greatest obstacles to the enjoyment of all human 
rights by all persons 4 5
4 Based on the May 2016 K to 12 Curriculum for Grades 1 to 10, HRE is incorporated in the Edukasyong sa 
Pagpapakatao subject. Based on the May 2016 K to 12 Curriculum for Grade 11 to 12, HRE is incorporated in the 
following subjects -  (i)Understanding Culture, Society and Politics and (2) Introduction to the Philosophy of the 
Human Person
5 United Nations Report on the Role of Prevention in the Promotion and Protection of Human Rights. 16 July 
2015. Retrieved from www.ohchr.org/EN/HRBodies/.../A_HRC_30_20_ENG.docx


This measure adopts the recommendation of the CHR-UNDP study to deepen 
HRE by institutionalizing human rights as a separate and specialized subject in both 
basic and higher education.
HRE must be taught from early childhood education onwards to build a strong, 
positive human rights culture where e\ eiyone’s rights are fully protected and realized. 
Institutionalizing HRE into the basic and higher education school curricula will also 
ensure that a comprehensive, effective, sustainable, and standardized human rights 
education will be replicated in all schools nationwide.
The passage of this bill is earnestly sought.
IJEILA M. DE LIMA


EIGHTEENTH CONGRESS OF THE 
) 
REPUBLIC OF THE PHILIPPINES 
)
First Regular Session 
)
• t h t r  •< t|K
•15 NOV -5 P3 22
SENATE
S. No. 1145
Introduced bv SENATOR LEILA M. DE LIMA
AN ACT
INSTITUTIONAITZING HUMAN RIGHTS AS A SEPARATE AND 
SPECIALIZED SUBJECT IN BOTH BASIC AND HIGHER EDUCATION
Be it enacted by the Senate and House of Representatives of the Philippines in Congress 
assembled.
1 
Section i. Short Title. -  This Act shall be known as the “Human Rights
2 
Education Act of 2019.”
3 
Sec. 2. Declaration of Policy. -  As an integral part of our Constitution, human
4 
rights is a concept that all Filipinos must learn and practise if w'e are to surxive as a
5 
modern democracy. As such it is the duty of our learning institutions to ensure that
6 
citizens are properly educated of the principles of human rights in both formal and
7 
non-formal settings. In furtherance thereof, it is hereby declared a policy of the State
8 
to require all educational institutions to teach human rights as a specialized subject
9 
taught separately and progressively throughout the basic and higher education
10 
programs.
11 
Sec. 3. Curriculum. — The Department of Education (DepEd) and the Commission
12 
on Higher Education (CHED) shall identify international human rights education
13 
standards and best practices for basic and higher education, respectively, and adopt
14 
those that they may determine to be aligned with the existing State policies and
15 
domestic conditions. Consistent with such standards and best practices, the DepEd
16 
and CHED, in consultation with the Commission on Human Rights (CHR), shall
17 
formulate the corresponding curricula and the course programmes for human rights


1 
studies for basic and higher education that shall, at the minimum:
2 
1. Consist of teaching modules or course syllabi that cover an introduction to basic
3 
human rights principles, such as equality, non-discrimination, human dignity,
4 
inclusion, empowerment, environmental awareness, and respect for the rights
5 
of women, children, indigenous peoples. Persons with Disability (PWDs), and
6 
of people with diverse sexual orientation and gender identity7 and expression
7 
(SOGIE), and other marginalized or vulnerable sectors;
8 
2. Focus on personal values, attitudes and behaviors that promote personal
9 
responsibility7 for respecting, upholding and protecting human rights; and
10 
3. Provide practical information for protecting oneself from gender-based
11 
violence, child abuse and exploitation.
12 
Sec. 4. Implementation Period. -  The DepEd and CHED shall formulate and
13 
finalize their respectiv e curricula within one (1) year from the effectivity of this Act and
14 
implement the same within twu (2) years from the effectivity of this Act.
15 
Sec. 5. Mandatory Evaluation and Reporting. -  Every7 four (4) years, the
16 
DepEd and CHED shall conduct a mandatory review of the implementation of this Act
17 
and submit a report of its findings to Congress.
18 
Sec. 6. Appropriations. - The amount necessary to carry out the provisions of
19 
this Act shall be charged against the current year’s appropriation of the implementing
20 
agencies. Thereafter, such amount necessary7 for the continued implementation of this
21 
Act shall be included in the annual General Appropriations Act.
22 
Sec. 7. Separability Clause. -  Should any provision of this Act be declared
23 
invalid, the remaining provisions shall continue to be valid and subsisting.
24 
Sec. 8. Repealing Clause. - All laws, executiv e orders, or administrative orders,
25 
rules and regulations or parts thereof, w7hich are inconsistent with this Act are hereby
26 
amended, repealed or modified accordingly.
27 
Sec. 9. Effectivity. - This Act shall take effect fifteen (15) days after its
28 
publication in the Official Gazette or in two (2) newspapers of general circulation.
Approv'ed,