Republic of the Philippines
HOUSE OF REPRESENTATIVES
Quezon City, Metro Manila

NINETEENTH CONGRESS
Third Regular Session

HOUSE BILL No. 10898

Introduced by Representative Jaime R. Fresnedi

EXPLANATORY NOTE

This proposed legislation seeks to establish a National Tutoring Program to address
learning gaps and losses that have continued to plague the public education sector. The
establishment of this learning intervention is hoped to improve literacy and numeracy rates
among our basic education leamers as well as provide short-term employment for college
students who are struggling financially.

According to data from the World Bank in 2022, at least 90% of Filipino children
struggle to read or comprehend simple text and only 10% of students in the country meet the
minimum reading standards expected at the end of primary education, as per the Southeast Asia
Primary Learning Metrics 2019 (SEA-PLM). The Programme for International Student
Assessment (PISA) for the year 2018 also reported that the Philippines scored the lowest in
reading with only 340 points. Although the country increased in its reading literacy score in
2022 with 347 points, this rating, however, is still below the global average reading score of
476 points.

‘The same PISA results showed that the Philippines scored two points higher in
mathematics, going from 353 in 2018 to 355 in 2022. While there may seem to be an
improvement, after a careful analysis of the results, it indicates that 84% of Filipino students
who took the test did not meet the basic or baseline level of proficiency in mathematics. This
means that a majority of the students who took the exam did not meet the standard of
proficiency in numeracy.

It was also noted that even before the COVID-19 pandemic, learning poverty in the
country was already at 70% and in 2022, the World Bank reported that learning poverty was
already at 91%. Leaming poverty is defined by the World Bank as “being unable to read and
understand short, age-appropriate text by age 10”. This isa serious cause for concern as reading
is a foundational skill in a student’s academic life as it is one’s gateway to learning and
excelling in other areas in school


As we continue to address the learning crisis in our country, it is imperative that we
establish programs that cater to the needs of our learners. With the creation of this national
tutoring program, we envision a future wherein the quality of education is improved and the
socio-economic needs of students are supported.

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

JAIM) ‘SNEDI
fepresentative
Lone District, Muntinlupa City


Republic of the Philippines
HOUSE OF REPRESENTATIVES
Quezon City, Metro Manila

NINETEENTH CONGRESS
Third Regular Session

HOUSE BILL NO. 1083 8

Introduced by Rep. Jaime R. Fresnedi

AN ACT
ESTABLISHING A NATIONAL TUTORING PROGRAM

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 the “National Tutoring Act.”

See. 2. Declaration of Policy. ~ The State recognizes its role to protect and promote the right
of all citizens to quality education at all levels and to take appropriate steps to make such education
accessible to all. To this end, the State shall establish an academic intervention program in basic
education that shall ensure that all leamers who are struggling in their lessons, especially in literacy and
numeracy, shall be able to attain the competencies set by the Department of Education (DepEd) in their
respective levels

Sec. 3. Establishment of the National Tutoring Program. ~ There is hereby established a
“National Tutoring Program”, hereinafter referred to as the Program, that shall serve as the national
academic intervention program to address issues of leaming loss and academic struggles of basic
education leamers. The Program shall have the following objectives

a) Help elementary students who are struggling in literacy and numeracy competencies;
b) Provide short-term employment and educational opportunities for college students; and
c) Foster a collaborative environment for educational growth and development.

The Program shall be developed and implemented by the DepEd. It may call upon various
agencies of the govemment for the successful implementation and attainment of the objectives of this
Act

Sec. 4, Coverage. - The primary beneficiaries of the Program shall be elementary students
identified as struggling leamers in literacy and numeracy. Priority shall be given to students from
marginalized and underserved communities. Schools and local education authorities shall collaborate
to identify the students in need of tutoring services.

Sec. 5. Recruitment and Training of Tutors. ~ The DepEd shall develop a criteria for the
selection of qualified tutors and determine the appropriate allowance or compensation package,
whichever maybe applicable for them. Qualified tutors shall undergo a training program to equip them

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with the necessary skills and knowledge to effectively teach reading. Continuous professional
development opportunities shall be provided to tutors to ensure continuous high-quality instruction.

Sec. 6, Curriculum and Materials, - A standardized curriculum developed in consultation with
educational experts and aligned with national education standards shall be created by the DepEd.
Leaming materials, including textbooks, workbooks, and digital resources, shall also be provided to
both tutors and students, Materials shall be designed to be engaging and appropriate for the target
beneficiaries

Sec. 7. Delivery Methods. ~ Tutoring sessions shall only be conducted in-person. These sessions
shall take place in schools or community centers. Unless the DepEd deems it fit and implements these
interventions for a limited period during school hours, tutorial sessions may be held after school hours,
on weekends during the school year except on the day of worship following the belief’ or religion of
the learner, or during semestral breaks, as may be deemed necessary

Sec. 8. Assessment and Monitoring. - Regular assessments shall be conducted to monitor the
progress of students and evaluate the effectiveness of the tutoring sessions. Data on student performance
shall be collected and analyzed to improve instructional strategies and program improvements.
Feedback from tutors, students and parents shall be collected to ensure continuous enhancement of the
Program,

Sec. 9. Employment and Educational Benefits for Tutors. - College students who may qualify
as tutors shall receive a stipend to support their financial needs and recognize their contribution to the
Program. Students shall also receive academic credit or other educational benefits as determined by
their respective institutions. The Program shall be integrated with a "cash for work” scheme, providing
additional financial support and incentivizing participation.

Tertiary level students who serve as tutors under this Program for two (2) semesters shall be
deemed to have completed the Literacy Training Service under the National Service Training Program,
in accordance with Republic Act No. 9163, otherwise known as the “National Service Training Program
(NSTP) Act of 2001"

Sec. 10. Partnerships and Collaborations. - ‘The Program shall establish partnerships with
educational institutions from both public and private schools, non-governmental organizations and
community groups to support implementation and resource mobilization. Collaboration with local
government units shall also be established to ensure community involvement and sustainability of the
Program

Sec. 11. Program Management and Administration, - A National Tutoring Program Office in
the DepEd shall be established to oversee the implementation, coordination and cvaluation of the
Program. Local Program Coordinators shall be appointed to manage operations at the community level
and ensure alignment with national goals.

See. 12, Appropriations. ~ The funds necessary for the initial implementation of this Act shall
be charged against the current appropriations of the Department of Education and other relevant
agencies. Thereafter, such sums as may be necessary for the continued implementation of this Act shall
bbe included in the annual General Appropriations Act.


Sec. 13. Implementing Rules and Regulations. - The Department of Education, in consultation
with relevant stakeholders, shall issue the necessary rules and regulations for the effective
implementation of this Act within ninety (90) days from its effectivity.

SEC. 14. Repealing Clause. — All laws, decrees, executive orders, proclamations, rules and
regulations and other issuances or part or parts thereof, which are inconsistent with the provisions of
this Act are hereby repealed or modified accordingly.

SEC. 15, Separability Clause. ~ If for any reason, any provision of this Act is declared invalid
‘or unconstitutional, the remaining provisions not affected thereby shall continue to be in force and
effect.

SEC. 16. Effectivity Clause. ~ This Act shall take effect fifteen (15) days after its publication in
the Official Gazette or in a newspaper of general circulation

Approved,