REPRES,
Ss “aS

Ky A
Republic of the Philippines RECEIVED
HOUSE OF REPRESENTATIVES ap nw Ie
Quezon City
TWENTIETH CONGRESS

House Bill No,_ 308

Introduced by REP. JAVIER MIGUEL L. BENITEZ

EXPLANATORY NOTE

The 1987 Constitution mandates the State 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’. It further requires the State to establish
and maintain a complete, adequate, and integrated system of education that is
responsive to the needs of the people and society”.

At present, post-secondary education is administered separately by the
Commission on Higher Education and the Technical Education and Skills
Development Authority. This bill seeks to establish the Department of Tertiary
Education to unify its functions under a single agency, addressing long-
standing issues of policy fragmentation, overlapping mandates, and the lack of
alignment between academic and technical pathways.

‘The proposed Department will serve as the central agency responsible for the
regulation, support, and coordination of all post-secondary education
pathways, including universities, colleges, technical-vocational institutions,
and non-traditional learning systems. It shall ensure unified standards,
promote inclusive access, and align education programs with national
workforce and development goals*.

By establishing a single authority for tertiary education, the State strengthens
quality assurance, institutional efficiency, and the relevance of education in
meeting the demands of a rapidly changing economy*

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

JAV] QUEL L/BRNITEZ

+ 1987 Constitution of the Republic of the Philippines, Article XIV, Sectidn 1.

? Ibid., Article XIV, Section 2(1)-(3).

> World Bank. (2022). Tertiary Education Sector Assessment: Building Higher Education Resilience in
the Philippines.

“ Republic Act No. 10968, “An Act institutionalizing the Philippine Qualifications Framework.”


Republic of the Philippines
HOUSE OF REPRESENTATIVES
Quezon City

TWENTIETH CONGRESS

308

House Bill No.

Introduced by REP. JAVIER MIGUEL L. BENITEZ

AN ACT CREATING THE DEPARTMENT OF TERTIARY EDUCATION,
DEFINING ITS POWERS AND FUNCTIONS, APPROPRIATING
FUNDS THEREFOR AND FOR OTHER PURPOSE

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

SECTION 1. Short Title - This Act shall be known as the “Department of
‘Tertiary Education of 2025”.

SEC 2. Declaration of Policy - It is the policy of the State to protect and
promote the right of all citizens to quality education at all levels. The State shall
take appropriate measures to ensure that education, including tertiary
education, is accessible to all. Tertiary education aims to deepen knowledge,
develop specialized skills, foster critical thinking, and prepare individuals for
professional careers or advanced academic pursuits following the completion
of secondary education.

The State further commits to encouraging and supporting non-formal,
informal, and Indigenous learning systems, as well as. self-learning,
independent, and out-of-school study programs, particularly those that
address community needs. To this end, the Department of Tertiary Education
(“DTE”) shall be established, integrating the functions of the Commission on
Higher Education (“CHED”) and the Technical Education and Skills
Development Authority (’TESDA”) into a single agency for efficient
governance, streamlined regulation, and industry-aligned workforce
development.

SEC. 3. Definition of Terms ~ As used in this Act, the following terms are
defined as follows:

i. Tertiary Education - The level of formal education that
follows secondary education, —_ encompassing
undergraduate, graduate, and postgraduate studies, as


iii.

vi.

well as professional and technical programs that lead to
certifications, diplomas, or academic degrees;

Department of Tertiary Education (DTE”) - The primary
government agency responsible for regulating,
overseeing, and enhancing all post-secondary education
institutions, policies, and programs, including higher
education, technical and vocational education, and non-
traditional learning pathways;

Higher Education Institution (“HEI”) - A university,
college, or academic institution authorized to offer
undergraduate, graduate, and postgraduate programs
leading to academic degrees. HEIs may be public or
private and are subject to accreditation and regulatory
standards set by the Department;

Technical and Vocational Education and Training
(‘TVET’) - A structured learning system that provides
skills-based education and hands-on training for specific
trades, industries, or professions. TVET programs may be
delivered through formal institutions, workplace-based
learning, or community-based training initiatives;

Accreditation - The process of evaluating and certifying
the quality and standards of an educational institution,
program, or training provider to ensure compliance with
regulatory and academic benchmarks;

Industry Linkages - Partnerships between educational
institutions and businesses to enhance employability and
workforce development;

Workforce Development - The strategic effort to equip
students and graduates with industry-relevant skills,
knowledge, and competencies to enhance employability
and economic productivity; and

Institutional Recognition - The formal authorization
granted by the Department to an educational institution,
affirming its compliance with academic  standar:
regulatory requirements, and national education policies.

SEC. 4. Creation of the Department of Tertiary Education - The Department
of Tertiary Education, herein referred to as Department, is hereby created as
the primary government agency responsible for the regulation, development,
and coordination of both higher education and TVET in the country. It shall


formulate policies, set academic and competency standards, ensure quality
assurance, and provide financial and institutional support to public and private
tertiary education institutions. The DTE shall also oversee skills development
programs, accreditation of technical-vocational institutions, and workforce
alignment to industry needs, fostering a seamless, inclusive, and globally
competitive tertiary education system.

SEC. 5. Abolition of CHED and TESDA ~ The CHED and TESDA are
hereby abolished. Their powers, functions, assets, liabilities, and personnel
shall be transferred to the Department of Tertiary Education (DTE), as deemed
necessary for its operations, upon its official commencement.

ARTICLE I
Powers and Functions of the Department

SEC. 6. Powers and Functions - The Department shall have the following
powers and functions:

i. Regulatory and Policy Functions:

a. Formulate and implement policies, plans, and
programs for tertiary education and TVET;

b. Set academic, competency, and training standards for
universities, colleges, and _ technical-vocational
institutions;

c. Ensure compliance with quality assurance mechanisms
through accreditation, assessment, and monitoring of
institutions;

d. Establish a unified qualifications framework to
standardize academic and technical certifications and
facilitate career mobility; and

e. Promote lifelong learning and skills development
through flexible education pathways and recognition
of prior learning.

Institutional Development and Support:

a. Provide financial assistance and grants to public and
private tertiary institutions for capacity building and
infrastructure development;

b. Oversee licensing and accreditation of HEIs and TVET
providers;

c. Enhance faculty development programs through
scholarships, research grants, and training;

d. Support research and innovation by funding projects
that contribute to national development; and


v.

e. Encourage industry-academe linkages to ensure
curricula are aligned with labor market needs.

Student Support and Scholarship Programs:

a. Administer government-funded scholarship, grant,
and financial aid programs for students in higher
education and technical-vocational training;

b. Develop and implement a national student loan
program to ensure access to quality tertiary education;

¢. Provide career guidance and job placement services to
facilitate employability of graduates; and

d. Promote inclusive education by supporting
disadvantaged and marginalized students, including
persons with disabilities (“PWDs"), indigenous
peoples (“Ips”), and out-of-school youth.

Workforce Development and Industry Collaboration:

a. Conduct labor market analysis to align educational
programs with industry demands;

b. Develop competency-based training programs in
coordination with industries and employers;

c. Certify and assess technical-vocational graduates
based on industry-recognized competency standards;

d. Promote apprenticeships, on-the-job training (“OJT”),
and dual-training programs in partnership with
private sector employers; and

e. Facilitate skills retraining and upskilling programs for
workforce adaptability in emerging industries.

Governance and International Cooperation:

a. Coordinate with local and international education
bodies to ensure global competitiveness of Filipino
graduates;

b. Foster internationalization of education through
student exchange programs and transnational
education partnerships;

c. Standardize credit transfer and recognition systems to
enable mobility between higher education and
technical-vocational training;

d. Develop digital learning and open education resources
to expand access to quality tertiary education; and


e. Ensure equitable regional distribution of educational
opportunities by supporting institutions in
underserved areas.

ARTICLE II
Organizational Structure

SEC. 7. Composition - The Department of shall be composed of the
following:

i, Office of the Secretary

a. Secretary of Tertiary Education - Head of the
department, responsible for overall leadership, policy
direction, and administration;

b. Undersecretary for Higher Education ~ Oversees
universities, colleges, and other degree-granting
institutio1

c. Undersecretary for TVET - Manages  technical-
vocational institutions and workforce development
programs;

d. Undersecretary for Institutional Development and
Student Affairs - Handles accreditation, scholarships,
and student support programs; and

e. Undersecretary for Industry Collaboration and
International Affairs - Focuses on industry linkages,
apprenticeships, global partnerships, and educational
mobility.

Attached Agencies and Bureaus
a. Higher Education Sector
1. Commission on Higher Education

Development (CHED Board) - A policymaking
and advisory body within DTE for higher

education institutions;
2. Bureau of Curriculum and Instruction for
Higher Education - Develops academic

programs, competency frameworks, and
research policies;

3. Bureau of Quality Assurance and Accreditation
- Ensures compliance with educational
standards and accreditation of institutions; and

4, Bureau of Scholarships and Financial Assistance
~ Administers grants, scholarships, and student
loan programs.



b. Technical-Vocational Education and Training (TVET)
Sector

1. Technical Skills and Workforce Development
Authority (ISWDA) - Replaces TESDA as a
governing body under the Department,
focusing on TVET policies;

2. Bureau of Competency and Skills Development
~ Designs and updates training standards and
competency-based education;

3. Bureau of Industry Partnerships and Workforce
Alignment - Strengthens collaboration between
‘TVET institutions and industries; and

4. National Assessment and Certification Center -
Conducts competency assessments and issues
certifications for technical skills.

iii. Regional and Local Offices

a. Regional Offices - Oversee the implementation of
policies and programs in their respective areas; and

b. Provincial and City Offices - Manage coordination
with local universities, colleges, and TVET
providers.

ARTICLE II
Transition and Funding

SEC. 8. Transition Provisions - All existing CHED and TESDA personnel
shall be absorbed into the DTE based on merit and qualifications. A Transition
Committee shall be created to facilitate the smooth integration of systems,
processes, and personnel.

SEC. 9. Appropriations ~ The initial funding for the Department shall be
sourced from the current appropriations of CHED and TESDA. Subsequent
funding shall be included in the General Appropriations Act.

SEC. 10. Implementing Rules and Regulations (“IRR”) - Within 90 days
from the effectivity of this Act, the Department Secretary, in consultation with
relevant stakeholders, shall formulate the IRR to operationalize the
Department.

SEC. 11. Separability Clause - If any provision of this Act is declared
unconstitutional or invalid, the remaining provisions shall not be affected.


SEC. 12. Repealing Clause - All laws, decrees, executive orders, rules,
and regulations inconsistent with this Act are hereby repealed or amended
accordingly.

SEC. 13. Effectivity Clause. - This Act shall take effect fifteen (15) days
after its publication in the Official Gazette or at least two (2) newspapers of
general circulation.

Approved,