Republic of the Philippines
HOUSE OF REPRESENTATIVES
Quezon City

FIFTEENTH CONGRESS
First Regular Session

284)

H. B. No.

Introduced by HONORABLE JUAN EDGARDO “SONNY” M. ANGARA

EXPLANATORY NOTE

Today, the number of out-of-school youths had reached around three million or
probably even more despite the fact that there are elementary and high school education
offered for free by the government. This is generally attributed to their families’ lack of
sufficient means to provide their basic necessities while prompting other children to drop
out of school and engage in labor unfit for their age to supplement their meager income.

With the inaccessibility of technical vocational and skills training centers, the
convenience and availability of training centers in every province and highly-urbanized
city is deemed the most efficient solution to provide the out-of school youth and other
immediate beneficiaries an alternative form of education and source of employment
This will likewise develop self-reliance among themselves while acquiring new
techniques instrumental in achieving decent earming livelihood and education in a
suitable atmosphere where inborn talents can also be honed.

In general, the creation of the provincial and city technical vocational and skills
training schools stems from the fact that economic potential or workforce demands of
provinces and cities require technical vocational skills that different from one another.
This factor should be also highly considered especially in the placement of trainees and
in the prevention of migration of a substantial portion of their respective population and
overcrowding in major cities while enhancing the economic potentials of the provinces. It
should be considered that the major cause of employment is not only lack of education
but also the mismatch of the individual's qualification from the available jobs and to the
current workforce demand of the employers within the area.

With this, there will be no need for the constituents to go other distant training
centers since there will be accessible schools that can give them the same quality
technical vocational education that will sustain their worth as a productive individual of
the society while efficiently addressing issues concerning education, family, brain drain,
economy, among others, which is primarily rooted on poverty.

In view of the foregoing premises, the approval of this bill is earnestly sought.

JUAN EDGARDO “SONNY™ M. ANGARA
Representative
Lone District, Province of Aurora


FIFTEENTH CONGRESS OF THE)
REPUBLIC OF THE PHILIPPINES )
First Regular Session )

H.B.No,_2849

Introduced by Honorable JUAN EDGARDO “SONNY” M. ANGARA

AN ACT
REQUIRING ALL PROVINCES AND HIGHLY-URBANIZED CITIES TO ESTABLISH A
TECHNICAL VOCATIONAL AND SKILLS TRAINING SCHOOLS.

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

SECTION 1. Title. — This Act shall be known and cited as the “Technical
Vocational and Skills Training School Establishment Act.”.

SECTION 2. Declaration of Policy. — It is the declared policy of the State to
ensure an improved quality of life for all particularly to the out-of-school youth, and to
augment the employment rate and accessibility of technical vocational and skills training
education in all provinces and highly-urbanized cities responsive to and in accordance
with Philippine development goals and priorities.

SECTION. 3. Statement of Goals and Objectives. - It is the goal and objective of
this Act to:

+ Promote and strengthen the quality and accessibility of technical education
and skills development programs particularly to the out-of-school youth and
other immediate beneficiaries; and

+ Recognize complementary roles of public and private institutions in technical
education and skills development and training systems and encourage their
further participation

SECTION 4. Definition of Terms. - As used in this Act the term:

* "Business Process Outsourcing” or BPO is the contracting of a specific
business task, such as payroll, to a third-party service provider;

+ "Dual System/Training" refers to a delivery system of quality technical and
vocational education which requires training to be carried out alternately in
two venues: in-school and in the production plant. In- school training provides
the trainee the theoretical foundation, basic training, guidance and human
formation, while in-plant training develops his skills and proficiency in actual
work conditions as it continues to inculcate personal discipline and work
values;

+ "Private Enterprises" refers to an economic system under which property of
all kinds can be privately owned and in which individuals, alone or in
association with another, can embark on a business activity. This includes


industrial, agricultural, or agro-industrial establishments engaged in the
production, manufacturing, processing, repacking or assembly of goods
including service-oriented enterprises;

+ Skill" shall mean the acquired and practiced ability to carry out a task or job;
+ "Skills Development” shall mean the process through which learners and

workers are systematically provided with learning opportunities to acquire or
upgrade, or both, their ability, knowledge and behavior pattern required as
qualifications for a job or range of jobs in a given occupational area;

+ "Technical Vocational Education" shall refer to the education process
designed at post-secondary and lower tertiary levels, officially recognized as
non-degree programs aimed at preparing technicians, para-professionals and
other categories of middle-level workers by providing them with a broad
range of general education, theoretical, scientific and technological studies,
and related job skills training;

+ “TESDA’ refers to Technical Education and Skills Development Authority;

+ "Trainers" shall mean persons who direct the practice of skills towards
immediate improvement in some task;

+ "Trainors/trainers" shall mean persons who provide training to trainers aimed
at developing the latter's capacities for imparting attitudes, knowledge, skills
and behavior patters required for specific jobs, tasks, occupations or group of
related occupations; and

+ "Trainees" shall mean persons who are participants in a vocational,
administrative or technical training program for the purpose of acquiring and
developing job-related skills.

SECTION 5. Establishment of Technical Vocational and Skills Training Schools.

= All provinces and highly-urbanized cities are hereby mandated to establish
technical vocational and skills training schools within their jurisdiction. Provincial and
city officials together with TESDA shall work for the establishment of the school. It
shall operate as per requirements of Section 15 of Republic Act 7796, otherwise
known as the TESDA Law of 1994 which states that:

The Provincial TESDA Offices shall be under the direct control of the

Director-General and shall have the following functions:

1. To serve as Secretariat to Provincial TESDA Committees;

2. To provide technical assistance particularly to local government units for
effective supervisions, coordination, integration and monitoring of technical-
vocational education and training programs within their localities;

3. To review and recommend TESDA Programs for implementation within their
localities; and

4. To perform such other duties and functions as may be authorized.
Furthermore, the TESDA Secretariat maybe further composed by such
offices as may be deemed necessary by the Authority. The Director-General
Shall appoint such personnel necessary to carry out the objectives, policies
and functions of the Authority subject to civil service laws, rules and
regulations.

The aforementioned provision shall be similarly applied in the case of highly-urbanized

cities.


SECTION 6. Duties and Responsibilities of the Technical Vocational and Skills
Training Schools in provinces and highly-urbanized cities, - The following duties and
responsibilities shall be performed by the provincial and city technical vocational and
skills training schools:

* Introduce modern technical vocational and skills training curriculum designed
to suffice the country’s need for technological and skills advancement;

+ Tap the expertise of competent trainors/trainers and administrative officials to
efficiently work hand-in-hand in the over-all management of the technical
vocational school;

* Promote the school’s programs and identify target beneficiaries in their
respective jurisdiction;

* Provide dual system or training for the efficient delivery of system of quality
technical and vocational education which requires training to be carried out
alternately in both in-school and in the actual working environment;

* Work for the proper job placement of technical vocational graduates to
ensure their corresponding employment after the training and displacement;

* Coordinate with other government agencies particularly TESDA, business
Process outsourcing providers and other private enterprises for the skills
development and placement of the trainees;

* Prepare monthly status reports of all its programs, financial statements, list of
beneficiaries and plans to ensure transparency and efficiency of programs
implemented; and

* Fumish the above-mentioned documents to TESDA, provincial and city
government and district representatives.

SECTION 7. Power of the provincial and city technical vocational and skills
training school - The school shall be granted autonomy in the creation and
implementation of programs necessary to fit the demands of the jurisdiction and its
advancement for as long as they are in accordance with the law.

SECTION 8. Funding Source ~ In order to finance the establishment and the
continuous operation of the technical vocational and skills training schools, the
national government through the TESDA, the provincial and city government and
district representatives shall allocate a substantial amount enough to ensure the
sustainability of the program.

SECTION 9. Separability Clause. — If any provisions or part hereof, is invalid or
unconstitutional, the remainder of the law or the provision not otherwise affected
shall remain valid and subsisting.

SECTION 10. Repealing Clause. - Any law, presidential decree or issuance,
executive order, letter of instruction, administrative order, rule of regulation contrary
to or inconsistent with, the provisions of this Act is hereby repealed, modified, or
amended accordingly.

SECTION 11. Effectivity Clause. ~ This Act shall take effect fifteen (15) days
after its publication in at least two (2) newspapers of general circulation.

Approved,