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HOUSE OF REPRESENTATIVES + TIME _ Paro

Quezon City au LET
‘TWENTIETH CONGRESS
First Regular Session

House Bill No. 1620

Introduced by Representative KAREN HOPE 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 senior 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 senior high school curriculum, this bill aims to produce
graduates who are better prepared to meet the demands of the modem 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



‘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. KAREN F. GARCIA
3rd District, Province of Cebu


HOUSE OF REPRESENTATIVES
Quezon City

TWENTIETH CONGRESS
First Regular Session

House Bill No. 162 9

Introduced by Representative KAREN HOPE F. GARCIA

AN ACT
ESTABLISHING A BASIC LIFE SKILLS COURSE IN THE SENIOR 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 senior high schoo!
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.

¢. 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 modem 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 senior high schools. This course shall be
provided by 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.

(6) 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 retums 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 6. Monitoring and Evaluation. The Director-General of TESDA shall
promulgate the necessary rules and regulations for the effective implementation of this Act

Section 6. 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. The TESDA, CHED, and DEPED,
‘expert course providers and other stakeholders shall formulate the 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,