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Congress of the Philippines
TWENTIETH CONGRESS
First Regular Session

HOUSE OF REPRESENTATIVES

House Bill. No. 1093

BY REPRESENTATIVE SUN J. SHIMURA

AN ACT STRENGTHENING THE EARLY YEARS FOUNDATION OF
FILIPINO CHILDREN BY INSTITUTIONALIZING A_ HOLISTIC,
VALUES-CENTERED, AND COMMUNITY-BASED CURRICULUM FROM
NURSERY TO GRADE 3, AND FOR OTHER PURPOSES

EXPLANATORY NOTE

The foundational years of a child's education are paramount to their holistic
development, shaping not only their academic potential but also their
character, values, and sense of civic responsibility. In the Philippines, while
significant strides have been made in basic education, there remains a
critical need to strengthen the very earliest stages of formal schooling to
ensure that Filipino children are equipped with robust moral, cultural, and
linguistic foundations before they delve into more complex academic
subjects.

This Bill, to be known as the “Early Foundation Education Act of
2025,” seeks to institutionalize a paradigm shift in the early years of
education, specifically from Nursery to Grade 3. It is anchored on the policy
that the State must promote the holistic development of the Filipino child
by instilling moral integrity, civic consciousness, cultural identity, and
linguistic proficiency at these crucial stages.

Key provisions of this proposed measure include:

+ Holistic Focus from Nursery to Grade 3: The Bill defines "Early
Foundational Education" as encompassing Nursery, Kindergarten,
and the first three years of elementary education (Grades 1-3).
During this period, the curriculum will primarily focus on three core
subjects: Good Manners and Right Conduct (GMRC),
the Regional Native Language, and the English Language. This
deliberate focus aims to cultivate essential values, reinforce cultural
identity, and build strong communication skills from the outset.

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Prohibition on Other Formal Academic Subjects: A significant
feature of this Bill is the prohibition on requiring or formally assessing
students in other academic subjects like Mathematics and Science
during Nursery to Grade 3. While fundamental concepts of these
subjects may be integrated within language-based instruction and
character-building activities, they will not be taught as discrete
subjects. The rationale is to allow young children to develop at their
own pace, reduce undue academic pressure, and prioritize character
formation and linguistic proficiency, which are critical prerequisites
for later academic success. Assessment will focus on holistic
development, communication skills, moral reasoning, and socio-
emotional well-being.

Strict School-Based Learning: To further support a child-centered
approach and promote a healthy balance between school and home
life, the Bill mandates a strictly school-based learning system. This
explicitly prohibits bring-home assignments, ensuring that all
school deliverables are completed within allotted school hours. This
encourages efficient use of classroom time and allows children more
time for play, rest, and family interaction.

Integrated Character-Building Activities: Beyond GMRC as a
subject, the Bill mandates the integration of non-graded, mandatory
character-building activities. These include daily classroom cleaning,
shared responsibilities in school lunch programs, cooperative
learning, classroom management, and active student participation in
school-wide events. These activities are designed to instill discipline,
industry, service, cooperation, and a sense of community through
practical, experiential learning.

Comprehensive Curriculum Development and Teacher
Training: The Department of Education (DepEd) is tasked with
designing an integrated, age-appropriate, and experiential
curriculum. This process will involve extensive consultations with
various stakeholders, including labor, professional regulatory bodies,
school associations, and parent-teacher groups. Furthermore, the Bill
emphasizes specialized training for teachers handling Nursery to
Grade 3, focusing on methodologies for experiential learning and
values integration. It also mandates adjustments to the Teacher
Education curriculum to align with the new foundational education
framework.

Community Partnership and Oversight: The Bill recognizes the
vital role of the community in a child's development, mandating
schools to establish Community Partnership Programs with parents,
local government units, and community organizations. To ensure
effective implementation and accountability, a Joint Congressional
Oversight Committee will be created to monitor and evaluate the
program.


By refocusing the early years of education on values, cultural grounding,
and language development, while minimizing academic pressure and
emphasizing experiential learning, this Bill seeks to build a stronger, more
resilient, and values-driven generation of Filipinos. It recognizes that true
education begins with character and the ability to communicate effectively,
laying a solid foundation upon which all future learning can thrive.

In view of the foregoing, the immediate passage of this Bill is earnestly
sought.

REP. SUN J. SHIMURA


HOUSE OF REPRESENTATIVES
House Bill. No. __ 19193.

BY REPRESENTATIVE SUN J. SHIMURA

AN ACT

STRENGTHENING THE EARLY YEARS FOUNDATION OF FILIPINO
CHILDREN BY INSTITUTIONALIZING A HOLISTIC, VALUES-
CENTERED, AND COMMUNITY-BASED CURRICULUM FROM NURSERY
TO GRADE 3, AND FOR OTHER PURPOSES

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

SECTION 1. Short Title. This Act shall be known as the “Early
Foundation Education Act of 2025.”

SECTION 2. Declaration of Policy. It is the policy of the State to
Promote the holistic development of the Filipino child by instilling
moral integrity, civic consciousness, cultural identity, and linguistic
Proficiency at the earliest stages of formal education. To achieve this, the
State shall foster respect for the dignity of the individual, cultivate a public
spirit dedicated to the betterment of society, instill respect for labor, and
develop a strong sense of responsibility and cooperation among the youth.
The foundational years from nursery to Grade 3 shall focus on the core
elements of values education, cultural grounding, and language
development, which are critical to a child's personal and academic
success,

SECTION 3. Definition of Early Foundational Education. Early
Foundational Education refers to the educational stage intended to
establish the core learning curriculum for learners from Nursery to Grade
3. It shall also encompass equivalent alternative learning systems for out-
of-school learners and those with special needs, ensuring inclusive access
to this foundational stage.

SECTION 4. Early Foundational Education Program Structure. For
purposes of this Act, the Early Foundational Education Program shall
encompass:

+ Nursery Education: At least one (1) year of preparatory education
for children who are at least three (3) years of age.

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+ Kindergarten Education: One (1) year of preparatory education for
children who are at least five (5) years old, serving as a prerequisite
for Grade 1.

+ Early Elementary Education: The first three (3) years of
elementary education (Grade 1 to Grade 3). Typically, the entrant
age for Grade 1 is six (6) years old.

SECTION 5. Core Foundational Subjects for Nursery to Grade 3.
Beginning School Year 2026-2027, all public and private educational
institutions shall primarily focus instruction for children enrolled from
Nursery to Grade 3 on the following core subjects:

(a) Good Manners and Right Conduct (GMRC): A dedicated subject
focused on ethical conduct, empathy, honesty, and social responsibility,
taught through both direct instruction and integrated into all school
activities.

(b) The Regional Native Language: The dominant native language
spoken by the majority of the community in which the school is located,
as approved by the Department of Education (DepEd).

(c) The English Language.

SECTION 6. Limitation on Other Academic Subjects and Assessment
Focus. For the duration of Nursery to Grade 3, schools shall not require
or formally assess students in any academic subjects other than
those specified in Section 5. The primary focus of assessment shall be
on the child's holistic development, particularly their communication skills,
moral reasoning, social-emotional well-being, and foundational literacy and
numeracy skills as integrated within the core subjects, rather than on
academic performance in subjects formally introduced in Grade 4.

SECTION 7. School-Based Learning Environment. To ensure the
holistic development of children undergoing the Early Foundational
Education Program, the school curriculum shall adopt a strictly school-
based learning system. This system shall prohibit bring-home
assignments and ensure that all required school deliverables are
completed and submitted within the allotted school hours.

SECTION 8. Integrated and Holistic Curriculum Development. The
Department of Education (DepEd) shall design the curriculum to ensure the
integrated, age-appropriate, and experiential delivery of the three core
subjects. While formal academic subjects such as Mathematics and Science
shail be introduced starting in Grade 4, their fundamental concepts shall be
incorporated as content within language-based instruction and character-
building activities without being taught as discrete, separate subjects
during the Early Foundational Education stage.

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To achieve an effective enhanced basic education curriculum, the DepEd
shall undertake comprehensive consultations with other national
government agencies and stakeholders, including but not limited to, the
Department of Labor and Employment (DOLE), the Professional Regulation
Commission (PRC), private and public school associations, national student
organizations, national teacher organizations, parent-teacher associations,
and chambers of commerce, on matters affecting the concerned
stakeholders.

The curriculum development shall ensure that the adapted curriculum
allows sufficient latitude for schools to localize, indigenize, and enhance the
same based on their respective educational and social contexts.

To further ensure a smooth transition period after the passage of this Act,
the curriculum development shall also consider the qualifications required
for practitioners who graduated using previous curricula, as well as the
necessary training to be provided for the effective delivery of the Early
Foundational Education Curriculum.

Finally, the curriculum development team shall ensure that the curriculum
outlined pursuant to this Act is properly integrated with the current
curriculum for Grade 4 to facilitate a seamless transition as students
advance through year levels.

SECTION 9. Integrated Character-Building Activities. To supplement
the core subjects, all schools shall integrate mandatory, non-graded
character-building activities aimed at developing discipline, industry, and a
spirit of cooperation. These activities shall include, but are not limited to:

(a) Daily Cleaning and Maintenance: All students shall participate in
the daily cleaning of their classrooms, corridors, and other school
facilities as a shared responsibility.

(b) School Lunch Program Responsibilities: In schools with lunch
programs, students shall take turns in the preparation, distribution, and
cleanup of meals to learn about nutrition, service, and gratitude.

(c) Cooperative Learning and Classroom Management: Schools
shall foster a classroom environment where students actively participate
in classroom meetings, setting rules, and resolving minor conflicts,
thereby developing autonomy and a sense of community.

(d) School-wide Activities: Organization of school events such as
sports festivals, cultural programs, and community service days where
students take on active roles in planning and execution.


SECTION 10. Teacher Training and Professional Development.
DepEd, in coordination with teacher training institutions and relevant
agencies, shall provide specialized training and instructional materials for
teachers handling Nursery to Grade 3. This training shall focus on
methodologies for experiential learning, facilitating character-building
activities, and integrating values into every aspect of the school day.

Following the passage of this Act, new graduates of the current Teacher
Education Curriculum shall undergo additional training upon hiring to equip
them with the necessary skill set to adapt to the curriculum outlined in this
Act. Furthermore, the Commission on Higher Education (CHED), in
coordination with the DepEd and relevant stakeholders, shall ensure that
the Teacher Education curriculum offered in Teacher Education Institutions
(TEIs) meets the necessary quality standards for new teachers specializing
in Early Foundational Education.

SECTION 11. Community Partnership. To foster a supportive ecosystem
for the child’s development, each school shall establish a Community
Partnership Program. This program will facilitate active collaboration
with parents, local government units, and community organizations in
reinforcing the values and skills taught in school through community-based
activities and lifelong learning opportuniti

SECTION 12. Monitoring and Evaluation. DepEd shall implement a
national monitoring and evaluation framework to assess the effectiveness
of this foundational education model, with emphasis on moral development,
communication skills, and student well-being.

The DepEd shall include, among others, in its midterm report, the following
key metrics of access to and quality of basic education:

(a) Participation Rate: The percentage of children enrolled in the Early
Foundational Education Program relative to the total population of
children within the eligible age group.

(b) Retention Rate: The percentage of students who continue their
enrollment from one school year to the next within the Early
Foundational Education Program.

(c) Early Foundational Learning Outcome Assessments: Age-
appropriate assessments focusing on communication skills, moral
reasoning, social-emotional development, and foundational literacy and
numeracy as defined by the curriculum. (Replaced "National
Achievement Test results" as it's not applicable to early grades’ focus).


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(d) Completion Rate: The percentage of students who successfully
complete the Early Foundational Education Program (Nursery to Grade
3).

(e) Teachers' Welfare and Training Profiles: Data on teacher
qualifications, professional development, and working conditions.

(f) Adequacy of Funding Requirements: Assessment of financial
resources allocated and utilized for the program.

(g) Learning Facilities: Including, but not limited to, computer and
science laboratories, libraries and library hubs, and sports, music, and
arts facilities, specifically as they relate to fostering holistic development
in early grades.

SECTION 13. Joint Congressional Oversight Committee on the Early
Foundation Education Program. There is hereby created a Joint
Congressional Oversight Committee to oversee, monitor, and evaluate
the implementation of this Act. The Oversight Committee shall be
composed of five (5) members each from the Senate and from the House
of Representatives, including the Chairs of the Committees on Education,
Arts and Culture, and Finance of both Houses. The membership of the
Committee for each House shall include at least two (2) opposition or
minority members.

SECTION 14. Appropriations. The amount necessary for the
implementation of this Act shall be included in the annual General
Appropriations Act under the budget of the Department of Education.

SECTION 15. Implementing Rules and Regulations. Within sixty (60)
days from the effectivity of this Act, the Department of Education shall
promulgate the necessary rules and regulations for its effective
implementation.

SECTION 16. Separability Clause. If any provision of this Act is declared
unconstitutional or invalid, the remaining provisions shall remain in full
force and effect.

SECTION 17. Repealing Clause. Pertinent provisions of Batas Pambansa
Big. 232 or the “Education Act of 1982," Republic Act No. 9155 or the
“Governance of Basic Education Act," Republic Act No. 10533 or the
"Enhanced Basic Education Act of 2013," and all other laws, decrees,
orders, rules and regulations, or parts thereof inconsistent with this Act are
hereby repealed or amended accordingly.


SECTION 18. Effectivity. This Act shall take effect fifteen (15) days after
its complete publication in the Official Gazette or in a newspaper of general
circulation.

Approved,