Republic of the Philippines
HOUSE OF REPRESENTATIVES
Queson City

SEVENTEENTH CONGRESS
‘Second Regular Session

House Bit no.6402

Introduced by HON. LUIS RAYMUND “LRAY” F. VILLAFUERTE, JR.

EXPLANATORY NOTE

Unemployment has remained high in the Philippines, at almost twice
the level of neighboring countries, despite relatively fast employment growth in
the past decade. Employment growth was not sufficient to reduce
unemployment because of rapid population growth and increased labor force
participation. In fact, the country’s unemployment rate increased from 5.7% in
January 2016 to 6.6% in January 2017.' Underemployment rate also saw an
increase from 16.1% in 2016 to 16.3% this year. Of the more than 2 million
Filipinos unemployed roughly half of them are composed of the youth, aged
between 15-24 years old. In 2017, they comprised 44.1 percent of the
unemployed.* By educational attainment, 16.5% of the unemployed were
college graduates, 14.6% were college undergraduates and 31.1% were high
school graduates.*

These statistics point to a distinct problem in employment and labor—
that of the transition from education to work. Generating jobs are no longer
the only qualifying variable. It is now also necessary to address the job-skill
mismatch in the country. The Trabaho Center in Schools Act can help
address the problems of youth unemployment by ensuring that suitable jobs
await high schoo! and college graduates alike. Strengthening the link
between industries and schools through the Trabaho Center could drastically
reduce the rate of unemployment and underemployment for fresh graduates.
The bill would champion a policy that empowers Philippine youth with gainful
employment.

‘January 2017 labor force survey
* https://www.psa.gov.ph/content/employment-rate-january-2017-estimated-934-percent
*ibid.


The bill proposes the establishment of a Trabaho Center in every
public high school and SUC with services for (1) Industry Matching, (2)
Career Counseling, and (3) Employment Facilitation. Trabaho Centers shall
maintain a database of employer contacts, job opportunities and career
guidance material to counsel students on lucrative jobs or higher education
they can apply for upon graduation. Trabaho Centers will also address job-
skills mismatch through feedback on teaching modules and working closely
with TESDA.

Concepts similar to the Trabaho Center are prevalent in other
countries, thus showing that job-skills mismatch problem is not endemic to the
Philippines. In Japan, government-directed career guidance has long been
the lynchpin for addressing its labor market needs since the 1960s. In the
revised “Government Curriculum Guidelines for Career Guidance” (1961),
career guidance is integral to Japan's economic prosperity in the post-
WorldWar II Era.‘ Career guidance in Japan has led career development to
adapt to Japan's educational climate. For instance, career guidance is chiefly
administered through “extra-curricular” classroom activities in junior high
school and homeroom activities in senior high school in a “department-store
type” format. Teachers generally deal with students’ academic, vocational,
and school-life problems through classroom management.® Career Guidance
also extends far after high school with specific stages of preparation in
Japanese Universities.° Japan has also instituted The Japanese Society for
the Study of Career Guidance (JSSCG) as the academic research body for
career guidance in Japan.’ The JSSCG’s research remains instrumental in
shaping state policy on the labor market.

In comparison, the United States and Canada favor the “professional-
type” where trained and qualified counselors address the student's needs
individually. Career guidance is performed by guidance counselors (66%)
and/or homeroom teachers (54%).° This style of counseling is bolstered by
the US emphasis on part-time jobs as preparation for full-time work and
independence. In addition, career guidance work effectiveness in US schools

‘ Tsukuda, Naoki, “Career Guidance in Japan" Country Report, Asian Regional Association for Career Development,
(Singapore, March 2001),

Tatsuno, Ryo) “Career counseling in Japan: Today and in the future” Career Development Quarterly, (2002) retrieved
from: http://www. freepatentsonline.com/article/Career-Development-Quarte q

* Career guidance is divided into stages: planning, testing. and seminars. In their third year of enrollment, students attend
a Jecture giving them an overview in the world of labor, the current employment situation, and properly planning their
Job-hunting activities. In the second stage, students submit registration cards tothe job placement department, listen to
the senior graduates’ job hunting experience, and take aptitude st half ofthe following school yea,
students attend seminars on the industry and business learn t 1e and simulate job interviews. After
finishing career guidance, students get unofficial assurance of employment in the first half oftheir final school year.
(Tatsuno, Career Counseling, 2002)

‘Tsukada, Career Guidance

* Xiao, & Newman, BM, “Career Preparations of High School Students in China, Japan, South Korea, and USA”
Research Brief. (Kingston, USA: University of Rhode Island, 2014) Retrieved from:
hp: //digtalcommons.ur.edu/cgi/viewcontent.cgiarticle=1012



increased significantly due to the use of informational network database
(Occupational Information Network) abbreviated as O*NET.°

Russia is another country looking into career guidance as a solution for
job-skills mismatch. A lack of an effective career guidance system in
secondary schools in the Trans-Baikal Territory of Russia causes 50% of
graduates to leave school with “no specific professional plans.”"° The role of
school in the choice of profession by students is substantiated in the research
by G. Sinoir who defined the career guidance work as the assistance to
adolescents to choose the kind of work according to their interests,
knowledge, abilities, considering the labor market state. In terms of new
market relations the relevance of career guidance increases as it can proceed
from the asymmetry of the preferred humanitarian or technical education and
the industrial areas in need of labor.

The bill seeks to empower the Filipino youth through work and facilitate
better employment by institutionalizing job placement offices in public schools
and SUCs. Not only will it help create employment opportunities, it will also
serve as a crucial link between the job market and graduates and address the
problem of job-skills mismatch and youth unemployment.

LUIS JUNI 'Y” F. VILLAFUERTE, JR.

Kimova,S, Budaeva B. & Dagbaeva S.“On the High School Career Guidance in Secondary Schools in the Trans-Baikal
Territory.” Indian Journal of Science and Technology, Aginskly lnstitution of Advance Training of Social Sphere Labour of
‘Transbaikal krai & Transbaikal State University (Russia, April 2016), Vol. 9 (14), ISSN (Print) 0974-6846

 Kimova, S.et.al, High Schoo! Career Guidance


Republic of the Philippines:
HOUSE OF REPRESENTATIVES
Queson City

SEVENTEENTH CONGRESS
Second Regular Session

House BILL No8402

Introduced by HON. LUIS RAYMUND “LRAY” F. VILLAFUERTE, JR.

AN ACT ESTABLISHING JOB PLACEMENT OFFICES IN PUBLIC
HIGH SCHOOLS TO PROVIDE CAREER SERVICES TO THE YOUTH

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 “Trabaho Center in
Schools Act.”

SECTION 2. Declaration of Policy. — \t is the policy of the State to promote
full employment and equality of employment opportunities for all, and to afford
full protection to the youth entering the labor force. In line with the current
reforms in the education sector, the State recognizes the need to prepare the
youth in choosing the career tracks that they intend to pursue and to aid in
matching senior high school students with career opportunities after
graduation.

SECTION 3. Definition of Terms. — For the purpose of this Act, the following
terms shall refer to:

(a) Career Advocacy Activities — series of activities intended to prepare
students for productive career decisions that includes but is not limited
to career assessment and coaching, training, and job-matching

(b) Career Development Plan — annual career development tool that
outlines the intended outcomes and the strategic management of
programs/services to collectively achieve the end goals of the Trabaho
Centers.

(c) Labor Market Information (LMI) — any information concerning the size,
composition, functions, problems or opportunities of the labor market or


any other thereof, including but not limited to employment-related
intentions or aspirations of the labor market clients.

(d) National Career Assessment Examination (NCAE) — system of
assessing or evaluating the potential or aptitude of each and every high
school student to guide their decisions in pursuing further education or
employment.

(e) Skill Registry System (SRS) — an existing system utilized by the
Department of Labor and Employment (DOLE) containing potential
applicant and employment information

SECTION 4. Establishment of Trabaho Center in Schools. - Job
Placement Offices (JPOs), hereinafter referred to as “Trabaho Centers,” shall
be established in all public high schools. Trabaho Centers shall work in
coordination with the Provincial, City, or Municipal Public Employment Service
Offices (PESOs) and shall be supervised by Trabaho Center Coordinators in
Department of Education (DepEd) Division Offices. The Trabaho Center
Coordinators shall encourage partnerships among Educational Institutions
(Els), Non-Government Organizations, Industry Associations and Members,
and Local Government Units (LGUs) in the establishment and management of
the Trabaho Centers. In applicable areas, existing JPOs in educational
institutions shall continue to operate as Trabaho Centers subject to the
provisions of this Act. Schools shall explore new and innovative systems to
carry out the provisions of this Act. Schools shall explore new and innovative
systems to carry out the provisions of this Act, including partnering with the
private sector of NGOs for an online platform. The Trabaho Centers shall be
responsible for preparing the youth in choosing career tracks fit for their
talents, skills and preferences and in matching these to the needs of the
current and future labor market.

SECTION 5. Trabaho Center Career Advocates. - All Trabaho Centers
shall have at least on (1) Trabaho Center Career advocate with the following
functions:

(a) Keep an up-to-date database of job vacancies from employers to
facilitate the exchange of labor market information between young job
seekers and employers by providing employment information services
specific to Senior High School, both for local and overseas
employment;

(b) Provide job linkages and networks to employers in coordination with
the provincial, city or municipal PESOs;


(c) Develop and administer testing and evaluation instruments for effective
job selection, training and coaching specific to young jobseekers
currently enrolled in educational institutions. Provided, that
examinations are administered by qualified professionals;

(d) Organize or coordinate career enhancement trainings or seminars for
young job seekers, as well as those who would like to pursue further
education, livelihood or self-employment programs;

(e) Provide career advocacy and coaching, mass motivation and values
development activities integrated in career programs specifically
designed for Enhanced Basic Education Curriculum students;

(f) Connect and partner with concerned NGOs to expand opportunities in
improving the quality of employment facilitation programs offered in
their school;

(g) Lead the teachers within their school in the administration for the
annual National Career Assessment Examination (NCAE) and assist
the students in understanding how to use their test results as guide in
choosing their career tracks;

(h) Prepare and submit to the Trabaho Center Coordinator a school
specific annual career development plan and budget, including other
regular funding sources and budgetary support; and

(i) Prepare and submit a quarterly progress report on students assisted
and coached to the Trabaho Center Coordinator.

SECTION 6. Trabaho Center in Division Offices. - Each DepEd Division
Office shall appoint a Trabaho Center Coordinator who shall:

(a) Coordinate with the LGU, PESO, the Local School Board (LSB), and
Parent-Teacher Association (PTA) in the creation of the annual key
career planning tool for their division, taking into consideration track
preferences of students in their respective divisions and the industry
most relevant to their area;

(b) Monitor the planning, implementation and evaluation of career
facilitation programs and materials of Trabaho Centers in Schools;

(c) Convene Career Advocates from the different Trabaho Centers under
their respective divisions for the creation of modules or guides
contextualized to cover their local industry;


(d) Share best practices among divisions and other Trabaho Centers in the
country in a modality that would be most efficient to the institution;

(e) Train Career Advocates in the administration of testing and evaluation
instruments for effective job selection, counseling, career guidance,
mass motivation and values development activities to be implemented
for the career programs.

(f) Utilize the DOLE’s Skill Registry System (SRS) to manage the records
of transactions in relation to career facilitation and relay information to
Trabaho Centers in Schools;

(g) Consolidate necessary information technology structures and systems
to improve the collection, processing analysis, report development and
dissemination of youth career preferences and existing labor market
information; and

(h) Provide linkages to training providers needed by the schools in relation
to local industry.

SECTION 7. Qualifications of Trabaho Center Career Advocates. —
Notwithstanding the provisions of Section 27 of Republic Act No. 9258,
otherwise known as the “Guidance and Counseling Act of 2004,” career and
employment advocates, who are not registered and licensed guidance
counselors, shall be allowed to conduct career advocacy activities for
students of the school where they are currently employed: Provided, That they
undergo training programs related to career advocacy. Career advocates
employed shall hold a non-teaching position and shall focus on activities for
youth employability programs in coordination with the DOLE and other
relevant agencies and partner institutions, both public private.

SECTION 8. Higher Education Institutions (HEIs) and Technical
Vocational Institutions (TVIs). — Higher Education Institutions (HEIs) and
Technical Vocational Institutions (TVIs) are encouraged to establish Trabaho
Centers in their schools to prepare their students in choosing career tracks fit
for their talents, skills and preferences and in matching these to the needs of
the current and future labor market, in accordance with the provisions of this
Act.

SECTION 9. Information Dissemination. — The Philippine Information
Agency, in coordination with the DepEd, DOLE and the DILG, shall ensure
proper and adequate information dissemination of the contents and benefits of


this Act to pertinent entities in all provinces, cities, municipalities and
barangays.

SECTION 10. Appropriations. - The amount necessary to implement the
provisions of this Act shall be charged against the current year's
appropriations of the DepEd. Thereafter, such sums as may be necessary for
its continued implementation shall be included in the annual General
Appropriations Act.

SECTION 11. Implementing Rules and Regulations. - Within ninety (90)
days from the effectivity of this Act, the DepEd, in coordination with
Department of Labor and Employment (DOLE), Department of Interior and
Local Government (DILG), Commission on Higher Education (CHED),
Department of Trade and Industry (DTI) and Technical Education and Skills
Development Authority (TESDA) and other relevant agencies shall formulate
the necessary rules and regulations to implement the provisions of this Act.

SECTION 12. Separability Clause. — If any of this Act is held invalid or
unconstitutional, the same shall not affect the validity and effectivity of other
provisions hereof.

SECTION 13. Repealing Clause. — All laws, decrees, executive order, and
rules and regulations contrary to or inconsistent with the provisions of this Act
are hereby repealed or modified accordingly.

SECTION 14. Effectivity. - This Act shall take effect fifteen days from the
date of its publication in the Official Gazette or in at least two (2) newspapers
of general circulation.

Approved,