TWENTIETH CONGRESS OF THE 
REPUBLIC OF THE PHILIPPINES 
First Regular Session
)
SENATE
S. No. 1300
g:>)cuatr
(©ffitp of thf ^rcretsrp
25 AUG 27 P5:29 
\
RECEIVED BY;
Introduced by Senator Robinhood Padilla
AN ACT
TO PROMOTE HOLISTIC DEVELOPMENT IN EARLY EDUCATION THROUGH 
THE MANDATORY INTEGRATION OF PRACTICAL LIFE SKILLS, VALUES 
FORMATION, AND ENVIRONMENTAL AWARENESS IN THE BASIC 
EDUCATION PROGRAM, APPROPRIATING FUNDS THEREOF, AND FOR 
OTHER PURPOSES
EXPLANATORY NOTE
Different educational systems worldwide have acknowledged the necessity of 
equipping learners not only with academic knowledge but also with life skills, or the 
abilities for adaptability and positive behavior for students to effectively manage the 
demands and challenges of their daily lives, especially in the digital age. According to 
the World Health Organization's (WHO) framework on Life Skills Education, these core 
abilities include decision-making, problem-solving, creative and critical thinking, 
effective communication, interpersonal relationship skills, self-awareness, empathy, 
and coping with emotions and stress.1
The WHO is promoting the teaching of abilities that are often taken for granted. 
However, there is a growing recognition that with changes in many cultures and 
lifestyles, many young people are not sufficiently equipped with life skills to help them 
deal with the increased demands and stresses they experience. They seem to lack the 
support required to acquire and reinforce the necessary life skills. Traditional
World Health Organization. (1997). Life skills education for children and adolescents in schools: Introduction and guidelines 
to facilitate the development and implementation of life skills programmes. World Health Organization. 
https://apps.who.lnt/iris/handle/10665/63552. p.l


mechanisms for passing on life skills (e.g. family and cultural factors) may no longer 
be adequate, considering the influences that shape young people's development 
nowadays. These influences include multi-media, the world wide web, and the effects 
of growing up in situations of cultural diversity, all available at the youth's finger tips. 
Also the rapid rate of social change, witnessed in many countries, makes the lives of 
young people, their expectations, values, and opportunities very different from that of 
their parents.2
The methods used in the teaching of life skills builds upon what is known of 
how young people learn from their own experiences and from the people around them, 
from observing how others behave and what consequences arise from behavior.3
This proposed measure seeks to institutionalize these essential skills within the 
Philippine curriculum. It aligns with global best practices which show that systematic 
life skills education, combined with values formation and environmental awareness, 
strengthens psychological and social competence, enhances mental well-being, 
reduces behavioral risks, and fosters responsible citizenship among the Filipino youth.
Evidence cited by WHO and other international education bodies indicates that 
well-designed life skills programs improve learners' self-esteem, interpersonal 
relationships, academic performance, and civic engagement, while reducing dropout 
rates, bullying, and other behavioral issues.4 Importantly, early exposure to these 
programs maximizes its long-term benefits.
This measure also mandates hands-on and age-appropriate activities; including 
school gardening, composting, sewing, cooking, budgeting, and community-based 
environmental projects, to ensure actual skills acquisition. These activities 
operationalize the principle that learning by doing is critical to developing both 
competence and confidence in applying life skills.
In promoting holistic development, the Act likewise reinforces environmental 
stewardship, in recognition of the Philippines' constitutional commitment to a balanced 
and healthful ecology. Early integration of environmental awareness will cultivate in 
learners a lifelong sense of ecological responsibility.
World Health Organization, 1997, p. 5 
1 World Health Organization, 1997, p. 5 
' World Health Organization, 1997


In view of the foregoing, the passage of this measure is earnestly sought.
DBmHOOD PADILLA
/ Senator


TWENTIETH CONGRESS OF THE 
REPUBLIC OF THE PHILIPPINES 
First Regular Session
)
SENATE
S. No. 1300
Senate
of tlif ,^rfrrtar;?
25 AUG 27 P5 30
RECEIVED BV.
Introduced by Senator Robinhood Padilla
AN ACT
TO PROMOTE HOLISTIC DEVELOPMENT IN EARLY EDUCATION THROUGH 
THE MANDATORY INTEGRATION OF PRACTICAL LIFE SKILLS, VALUES 
FORMATION, AND ENVIRONMENTAL AWARENESS IN THE BASIC 
EDUCATION PROGRAM, APPROPRIATING FUNDS THEREOF, AND FOR 
OTHER PURPOSES
Be it enacted by the Senate and House of Representatives of the Philippines in 
Congress assembled:
1 
Section 1. Short Title. - This Act shall be known as the "Anti-Pabebe Act of
2 
2025."
3 
Sec. 2. Declaration of Policy. - It is the declared policy of the State to protect
4 
and promote the right of all citizens to quality education at all levels and to take
5 
appropriate steps to make such education accessible to all.
6 
In line with Section 1 and 2 of Article XIV of the 1987 Constitution, the State
7 
recognizes the role of education in fostering patriotism, ethical and spiritual values,
8 
self-discipline, and personal and collective responsibility.
9 
The State likewise underscores the need to foster holistic growth through an
10 
education system that includes the development of practical life skills, character
11 
formation, and ecological awareness.
12 
Sec. 3. Statement of Objectives. - In pursuit of such policy, the State shall aim
13 
to achieve the following objectives under this Act:
14 
a. Institutionalize the integration of practical life skills, values formation,
15 
and environmental awareness in the curriculum from kindergarten to the


1 
completion of basic education, through both theoretical learning and
2 
hands-on activities;
3 
b. Promote psychosocial competence among learners to help them cope
4 
effectively with daily challenges and societal demands;
5 
c. Ensure that the learners are equipped with adaptive behaviors, sufficient
6 
emotional intelligence, and civic responsibility through the use of
7 
structured curriculum modules; and
8 
d. Reinforce lifelong learning and community engagement by embedding
9 
overall life awareness and environmental consciousness early in the
10 
educational system.
11 
Sec. 4. Definition of Terms. - As used in this act, the following terms shall
12 
mean:
13 
a. Environmental Awareness - the recognition of the importance of
14 
ecological balance, sustainability, climate responsibility, and the duty to
15 
conserve and protect the natural environment;
16 
b. Life Skills - the abilities for adaptability and positive behavior that enable
17 
individuals to deal effectively with 
the demands and challenges of
18 
everyday life;
19 
c. Psychosocial Competence - the individual's ability to maintain mental
20 
well-being and demonstrate responsible behavior while interacting with
21 
others and adapting to cultural and environmental contexts; and
22 
d. Values Formation - the structured development of moral, ethical, and
23 
civic values to guide appropriate conduct, respect for human dignity,
24 
integrity, and social responsibility.
25 
Sec. 5. Scope. - This Act shall apply to all public and private educational
26 
institutions offering early childhood and basic education programs, from Kindergarten
27 
to Grade 12. The integration of practical life skills, values formation, and environmental
28 
awareness shall be vertically aligned and progressively reinforced across all grade
29 
levels in the basic education curriculum.
30 
The application of this program shall be guided by the principles of age-
31 
appropriateness and relevance.
32 
Sec. 6. Curriculum Development - The DepEd shall:


1 
a. Consult with experts in child psychology and development,
2 
environmental science, and education during the curriculum
3 
development process;
4 
b. Develop and implement a comprehensive framework and modules for
5 
practical life skills, values formation, and environmental awareness,
6 
aligned with existing learning competencies;
7 
c. Provide teacher with training, instructional materials, and monitoring
8 
mechanisms to ensure effective integration in the classroom settings;
9 
and
10 
d. Collaborate with National Government Agencies (NGAs), Non-
11 
Government Organizations 
(NGOs), community organizations, 
and
12 
academic institutions to 
promote complementary 
activities and
13 
community projects.
14 
Sec. 7. Hands-on Participation and Skiiis Appiication. - To ensure that the life
15 
skills are embedded properly, the curriculum developed under this Act shall
16 
incorporate mandatory hands-on activities and practical demonstrations across grade
17 
levels. These activities shall include, but shall not be limited to:
18 
a. Basic agriculture and farming (school gardening, composting, vertical and
19 
sustainable planting);
20 
b. Sewing and basic textile mending;
21 
c. Basic cooking and food safety practices;
22 
d. Household and self-care skills (e.g., cleaning, budgeting, organizing personal
23 
space);
24 
e. Community-based environmental activities, including clean-up drives and
25 
recycling initiatives; and
26 
f. Carpentry and woodwork.
27 
These practical activities must be age-appropriate and relevant and shall be
28 
implemented through performance tasks. Schools shall ensure that these activities are
29 
supported by appropriate facilities and trained educators.
30 
Sec. 8. Impiementing Ruies and Reguiations. - Within ninety (90) days from
31 
the effectivity of this Act, the DepEd, in consultation with the Department of Social
32 
Welfare and Development (DSWD), Department of Environment and Natural


1 
Resources (DENR), and recognized child psychology and development experts, shall
2 
promulgate the necessary rules and regulations for the effective implementation of
3 
this Act.
4 
Sec. 9. Appropriations. - The amount necessary for the initial implementation
5 
of this Act shail be charged against the current appropriations of the DepEd.
6 
Thereafter, such sums as may be necessary for the continued implementation shall be
7 
included in the annual General Appropriations Act.
8 
Sec. 10. Separability Clause. - If any provision of this Act shall be held
9 
unconstitutional or invalid, the other provisions not otherwise affected shall remain in
10 
full force and effect.
11 
Sec. 11. Repealing Clause. - All laws, decrees, orders, issuances, and rules and
12 
regulations, or parts thereof inconsistent with the provisions of this Act are hereby
13 
repealed or modified accordingly.
14 
Sec. 12. Effectivity. - This Act shall take effect fifteen (15) days after its
15 
publication in the Official Gazette or in at least two (2) newspapers of general
16 
circulation.
Approved,