HOUSE OF REPRESENTATIVES 
Quezon City 
NINETEENTH CONGRESS 
Third Regular Session 
House Bill No. 10745 
_________________________________________________________________________ 
Introduced by Representative PABLO JOHN F. GARCIA      
_________________________________________________________________________ 
EXPLANATORY NOTE 
The transition from adolescence to adulthood is a critical phase where individuals must 
acquire the skills necessary for independent living. In the Philippines, the current educational 
framework predominantly emphasizes academic subjects, often neglecting practical life skills. 
This oversight leaves many students unprepared for real-world challenges. The proposed Act 
aims to fill this gap by incorporating essential knowledge and skills that are fundamental for day-
to-day living and personal growth of every Filipino youth. By offering instruction in financial 
literacy, cooking and nutrition, basic home maintenance, and other vital areas, the curriculum 
ensures that students are equipped to manage their adult lives effectively. 
The "Basic Life Skills Course Act" seeks to introduce a comprehensive life skills curriculum 
for all high school students. A well-rounded education should extend beyond traditional 
academics to include life skills that promote overall well-being. The proposed curriculum covers 
a diverse range of topics, including, but not limited to, interpersonal communication, time 
management, emotional intelligence, job search strategies, legal literacy, driver and pedestrian 
safety, and understanding taxation. These subjects are carefully selected to ensure that Filipino 
students are well-prepared to navigate various aspects of adult life, from managing finances to 
maintaining healthy relationships and understanding their legal rights and responsibilities. 
Moreover, this measure seeks to enhance workforce readiness of the youth. As students 
graduate and enter the workforce, employers increasingly value individuals who possess not only 
technical skills but also the ability to navigate complex social and practical environments. By 
integrating life skills education into the high school curriculum, this bill aims to produce graduates 
who are better prepared to meet the demands of the modern workforce, thereby enhancing their 
employability and career prospects. 
 The "Basic Life Skills Course Act" is a crucial legislative measure that addresses a 
significant gap in our education system. By equipping students with essential life skills, it prepares 
them for independent living, enhances their workforce readiness, and promotes civic 
responsibility. This Act represents a critical step towards providing Filipino students with a more 
August 12, 2024
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comprehensive and practical education that prepares them for the complexities of the modern 
world. 
In view of the foregoing, the urgent passage of this bill is earnestly sought. 
Rep. PABLO JOHN F. GARCIA 
3rd District, Province of Cebu 


HOUSE OF REPRESENTATIVES 
Quezon City 
NINETEENTH CONGRESS 
Third Regular Session 
House Bill No. 10745 
_________________________________________________________________________ 
Introduced by Representative PABLO JOHN F. GARCIA      
_________________________________________________________________________ 
AN ACT 
ESTABLISHING A BASIC LIFE SKILLS COURSE IN THE HIGH SCHOOL CURRICULUM 
Be it enacted by the Senate and the House of Representatives of the Philippines in Congress 
assembled:     
Section 1. Short Title. This Act shall be known as “Basic Life Skills Course Act”. 
Section 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.
d. Foster alignment with national goals for education, workforce readiness, and civic
responsibility, ensuring that students are equipped for personal and professional
success.
e. Support ongoing research and innovation in life skills education, incorporating new
methods and technologies to meet the evolving needs of students and society.
Section 3. Definition of Terms. As used in this Act, the following terms shall mean: 
a. Basic life skills - refer to essential abilities and knowledge necessary for managing
everyday life in modern society. These skills are not tied to any specific profession
but are fundamental for all adults in the workforce.
b. Basic life skills course - a course or educational program designed to equip
students with essential skills needed for successful daily living and personal


development. The course covers a range of practical and universally applicable 
topics, 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.  
 
 
Section 4. Content of the Basic Life Skills Course. A course on basic life skills shall be 
included in the curriculum of all public and private high schools. This course shall be provided by 
the Department of Education (DepEd) together with the Technical Education and Skills 
Development Authority (TESDA) to equip students with essential life skills and prepare them for 
a smooth transition into adult society. Among others, the following topics shall be discussed: 
(1) Financial Literacy - Understanding and managing personal finances, including 
budgeting, saving, investing, credit, and debt management. 
(2) Driver and Pedestrian Safety - Education on safe driving practices, understanding 
road signs and laws, and ensuring personal safety as a pedestrian. 
(3) Cooking and Nutrition - The basics of preparing healthy meals, understanding 
nutritional information, making food choices that support overall health, and 
maintaining kitchen safety and hygiene.  
(4) Basic Home Maintenance - Skills for performing routine household tasks such as 
plumbing repairs, electrical fixes, cleaning, and general upkeep to ensure a safe 
and functional living environment. 
(5) Interpersonal Communication - Developing effective verbal and non-verbal 
communication skills, active listening, conflict resolution, and building positive 
relationships in both personal and professional settings. 
(6) Time Management - Techniques and activities for prioritizing tasks, managing 
schedules, setting goals, and using time efficiently to balance work, school, and 
personal life. 
(7) Job Search Strategies - Guidance on finding employment, including writing 
resumes and cover letters, preparing for interviews, networking, and 
understanding the job market. 
(8) Legal Literacy - Basic knowledge of the law, human rights and legal 
responsibilities, understanding contracts, navigating legal documents, and 
knowing when to seek legal advice. 
(9) Understanding Taxation - An overview of how taxes work, including income tax, 
sales tax, and property tax, as well as how to file tax returns and understand tax 
obligations. 
 
Section 5. Research and Development. Communication Research and Development 
shall be pursued and priority shall be given to the development of effective, appropriate, and 
efficient instructional materials for the Basic Life Skills course. This will ensure that the curriculum 
is continuously improved and adapted to meet the evolving needs of students, equipping them 
with the essential skills required for adult life. 
  


Section 7. Appropriations. Such sums as may be necessary for the implementation of 
this Act shall be taken from any available appropriations of the TSEDA under the current General 
Appropriations Act. Thereafter, the succeeding appropriations for its continued implementation 
shall be included in the annual General Appropriations Act. 
 
Section 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. 
 
Section 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. 
  
Section 8. Repealing Clause. - All laws, executive orders, administrative orders and rules 
and regulations inconsistent with this Act are hereby repealed or amended accordingly. 
  
Section 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,