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

‘TWENTIETH CONGRESS
First Regular Session

HOUSE BILL NO. 2 638

Introduced by Representative WALFREDO “ARMAN” R. DIMAGUILA, JR.

AN ACT
ESTABLISHING JOB PLACEMENT OFFICES IN ALL PUBLIC SENIOR HIGH
SCHOOLS, STATE UNIVERSITIES AND COLLEGES, AND LOCAL
UNIVERSITIES AND COLLEGES, AND CREATING A NATIONAL INDUSTRY-
ACADEME COUNCIL AND LOCAL INDUSTRY-ACADEME COUNCILS TO
ADDRESS JOB-SKILLS MISMATCH AND PROMOTE DECENT EMPLOYMENT,
AND FOR OTHER PURPOSES

EXPLANATORY NOTE

In recent years, the country has seen a persistent job-skills mismatch that has
significantly hindered graduates from securing employment aligned with their
educational background and training. This has not only affected economic productivity
but has also eroded the confidence of young professionals in the education-to-
employment pipeline. Thus, there is an urgent need for a systemic, data-driven, and
multi-sectoral approach to harmonize education with the evolving demands of the
labor market.


This bill seeks to strengthen the employability of Filipino graduates by
acknowledging and building upon the objectives of the Senate Bill introduced by
Senator Bam Aquino, entitled "An Act Establishing Job Placement Offices In All Public
Senior High Schools, State Universities and Colleges, and Local Universities and
Colleges, and Creating a National Industry-Academe Council and Local Industry-
Academe Councils to Address Job-Skills Mismatch and Promote Decent Employment,
and for Other Purposes.”

This House Bill complements Senator Aquino’s proposal by institutionalizing a
framework that links education and employment through the following key
components:

1. Establishment of Job Placement Offices (JPOs) which comprises of all public
Senior High Schools, State Universities and Colleges (SUCs), and Local
Universities and Colleges (LUCs). Their functions include career guidance which
assists students in understanding career paths and market realities, a job
matching support that connects students with relevant job openings based on
skills and interest.

This component also introduces employer linkages which maintain
partnerships with local and national employers. In addition, soft skills training
that provide communication, professionalism, and workplace etiquette training.
Furthermore, entrepreneurship support that facilitate access to training and
funding for self-employment.

2. Creation of a Tripartite National Industry-Academe Council (NIAC) whose main
purpose is to align national policy with labor market realities through a
collaborative platform comprising of Government agencies such as the
Department of Labor and Employment, Department of Education, Commission
‘on Higher Education, Technical Education and Skills Development Authority,
and the National Economic Development Authority, industry representatives,
and academic leaders. Their functions include labor market forecasting, policy
recommendations, curriculum alignment strategies.


3. Formation of Local Industry-Academe Councils (LIACs) whose role include
providing local labor market intelligence, facilitation of localized curriculum
development, enabling regular employer engagement with schools and
universities, and supporting the operations and outreach of JPOs.

4. Curriculum Realignment Mandate that empowers SUCs and LUCs to revise
programs based on JPO and LIAC data, as well as local and national labor
forecasts. The DepEd’s responsibility shall then enhance senior high school
programs with job simulations, work immersion programs, competency-based
assessments, and soft and technical skills integration, among others.

5. Establishing a Philippine Labor Market Information System (PhilLMIS) Wherein
DOLE shall be the leading agency therein whose functions include: Real-time
labor market data collection and forecasting, skills demand and supply
mapping, industry-specific analytics, and publicly accessible dashboards for
stakeholders.

By doing so, the outcome empowers informed decision-making for
policy-makers, schools and educators, students parents, and employers.

6. Finally, this Act reinforces the national qualifications and skills frameworks
through the Philippine Qualifications Framework (PQF), the standard for
qualification levels across sectors. It will also formalize the Philippine skills
framework (PSF) which defines job-specific competencies.

This proposed legislation aligns educational outcomes with the demands of the
evolving labor market, not only by providing access to employment services but also
by institutionalizing industry-education-government collaboration at all levels. It places
accountability at the core of the education system, ensures continuous feedback from
employers, and supports every learner's right to meaningful, dignified, and sustainable
employment.


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



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

‘TWENTIETH CONGRESS
First Regular Session

House BILL No. _ 2638

Introduced by Representative WALFREDO “ARMAN” R. DIMAGUILA, JR.

AN ACT

ESTABLISHING JOB PLACEMENT OFFICES IN ALL PUBLIC SENIOR HIGH
SCHOOLS, STATE UNIVERSITIES AND COLLEGES, AND LOCAL
UNIVERSITIES AND COLLEGES, AND CREATING A NATIONAL INDUSTRY-
ACADEME COUNCIL AND LOCAL INDUSTRY-ACADEME COUNCILS TO
ADDRESS JOB-SKILLS MISMATCH AND PROMOTE DECENT EMPLOYMENT,
AND FOR OTHER PURPOSES
Be it enacted by the Senate and House of Representatives of the Philippines in

Congress assembled:

TITLE T
PRELIMINARY PROVISIONS

Section 1. Short Title. - This Act shall be known as the “School-to-Employment
Program (STEP) Act.”

Sec. 2. Declaration of Policy. — It is the policy of the State to promote full,
productive, and decent employment for all Filipinos, especially the youth. The State
shall strengthen institutional mechanisms that align education and training with labor
market needs, address jobs-skills mismatch, and facilitate smooth school-to-work
transitions through multi-sectoral collaboration among the government, industry, and

the academe.


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TITLE II
JOB PLACEMENT OFFICES IN SCHOOLS.

Sec. 3. Establishment of School-Based Job Placement Offices. — All public senior
high schools, state universities and colleges (SUCs), and local universities and colleges
(LUCs) shall establish and maintain a Job Placement Office (JPO) to provide
employment facilitation, career guidance, and industry linkage services to students
and graduates.

Sec. 4. Composition. - Each JPO shall be provided with the necessary career
services staff to effectively carry out its mandate. The number and composition of
staff shall be based on:

a) The student population of the school,
b) The diversity of tracks or programs offered, and
) The scale of employer and institutional partnerships maintained.

Provided, That schools with large enrollments or complex placement needs may
establish a Job Placement and Career Services Unit, headed by the JPO, and composed
of designated guidance counselors, administrative support staff, and industry liaison
officers, subject to available funding and guidelines of DepEd and CHED.

Each region shall have a JPO Regional Coordinator, designated by the
Department of Education Regional Offices, to oversee the coordination, monitoring,
and development of JPOs within the region.

Sec. 5. Core Functions of the Job Placement Office. - JPOs shall serve as
institutional hubs for career planning, labor market information dissemination, and
linkages to internship, apprenticeship, entrepreneurship, and employment
opportunities. Each JPO shall perform the following functions:


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a) Facilitate career guidance and job placement services;
b) Forge linkages with industry partners to develop internships, apprenticeship
programs, and employment pipelines;

Coordinate with the Public Employment Service Offices (PESOs), the
Department of Labor and Employment (DOLE), the Technical Education and
Skills Development Authority (TESDA), and other relevant agencies on

©

employment facilitation and program alignment;
Collaborate with Sector Skills Councils and industry boards to align training
programs with labor market needs;

¢

e)

Coordinate certification and assessment for trainees and graduates aligned

with industry standards;

f) Conduct labor market information dissemination and career coaching to
guide students and reduce job search costs;

g) Track and report post-graduation outcomes for institutional and policy
feedback;

h) Maintain and update a database of employer partners, opportunities, and
graduate outcomes;

i) Participate in planning and labor assessments led by the Local Industry-
‘Academe Council (LIAC);

j) Submit regular reports to the LIAC, DOLE, and relevant agencies.

Sec. 6. Area-Based Labor Market Reviews. - Each JPO shall facilitate an annual

review of local labor market demand, in coordination with DOLE, PESOs, and regional
industry bodies. This process shall:

a) Identify high-demand jobs by province or region;

b) Map these to existing academic and technical tracks offered by the
institution;

) Recommend curriculum or program enhancements to improve graduate
employability and relevance.


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Sec. 7. Employer Partnership Repository. - Each 3PO shall maintain access to a
shared repository of vetted employer partners, coordinated with the Schools Division
Office, TESDA, and local PESOs. The repository shall:

a) Document defined job roles, OJT protocols, and hiring qualifications;

b) Include employer feedback on graduate readiness and skills alignment;

) Enable rural or under-resourced schools to connect with broader
employment networks.

Sec. 8. Embedded Soft Skills Training Modules. - JPOs shall implement
standardized employability or soft skills training as part of the pre-placement process.
This training shall:

a) Cover workplace competencies including communication, teamwork,
problem-solving, and time management;

b) Be informed by employer feedback and local labor market reviews;

©) Be delivered through self-paced digital modules, in-class sessions, or
blended learning, based on institutional capacity.

Sec. 9. Digital Career Advisory and Guidance Tools. - JPOs shall adopt digital
or Al-enabled career advisory platforms to support students in career planning, job
search, and skills development. These tools will complement in-person services
provided by Career Advocates and help bridge gaps in schools with limited career
counseling capacity.

Sec. 10. Optional Youth Entrepreneurship Track. ~ JPOs may implement an
entrepreneurship bootcamp program for students interested in self-employment or
microenterprise after graduation. The program shall:

a) Be co-delivered with LGUs, NGOs, or accredited private partners;
b) Include training in business ideation, budgeting, market analysis, and
cooperative development;


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©) Facilitate referrals to MSME support services, funding programs, and
incubator networks.

Sec. 11. Learner Outcomes Tracking Platform. - Each JPO shall maintain a
digital platform for tracking learner outcomes, to be managed by the Career Advocate
or designated staff. The platform shall:

a) Track graduate employment status, time to placement, income levels, and
field-of-study alignment;

b) Generate automated tracer studies and analytics for reporting to DepEd,
CHED, and relevant agencies;

©) Support curriculum refinement by identifying patterns of success and
mismatch.

TITLE IT
LABOR MARKET-ALIGNED CURRICULUM AND PROGRAM DEVELOPMENT

Sec. 12. Senior High Schoo! Curriculum Responsiveness. ~The Department of
Education (DepEd) shall strengthen the labor market responsiveness of the senior high
school curriculum by developing and implementing a job-ready curriculum that
emphasizes work immersion and practical skills training.

To ensure that senior high school graduates are better prepared for
employment, DepEd, in coordination with the National Industry-Academe Council
(NIAC) and relevant Local Industry-Academe Councils (LIACs), shall:

a) Regularly review and enhance senior high school tracks and specializations
based on labor market trends and graduate employability outcomes, with
inputs from Job Placement Offices (JPOs) and local employer networks;

b) Increase the duration, relevance, and quality of work immersion programs
by expanding partnerships with industry and ensuring alignment with in-
demand job roles;


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©) Provide school-based job simulation opportunities in cases where external
immersion placements are limited or infeasible, especially in rural or under-
resourced areas; and

d) Integrate foundational employability skills and digital literacy across all
tracks, informed by feedback from employers and labor market
assessments.

Sec. 13. Higher Education Program Responsiveness. ~ SUCs, LUCs, and private
HEIs shall review and have the authority to adjust their course and program offerings
based on current and emerging labor market trends and opportunities, in order to
address jobs-skills mismatch and enhance the employability of graduates.

SUCs and LUCs may consider:

a) Phasing in or expanding programs aligned with high-demand occupations
and priority industry sectors in the local or national labor market;

b) Phasing out or restructuring programs with consistently low graduate
employability or relevance;

) Integrating employability and digital skills into existing curricula based on
employer feedback and labor market signals.

Provided, That any adjustments shall be based on regular labor market
assessments and outcome tracking data generated by the Job Placement Offices
(JPOs), in coordination with the Local Industry-Academe Council (LIAC). These
assessments shall include analyses of graduate employment outcomes, skills demand,
and employer feedback.

TITLE IV
NATIONAL INDUSTRY-ACADEME COUNCIL

Sec. 14. Creation of the National Industry-Academe Council (NIAC). - The
National Industry-Academe Council (NIAC) is hereby institutionalized to serve as the
national coordinating body for industry-academe linkage, education-employment
alignment, and workforce development.


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Sec. 15. Composition of the NIAC. — The NIAC shall be made up of

representatives from the government, academe, and industry, as follows:

a) Government representatives shall include a Commissioner of the
Commission on Higher Education (CHED); a Deputy Director-General of the
Technical Education and Skills Development Authority (TESDA); an
Undersecretary of the Department of Education (DepEd); an Undersecretary
of the Department of Labor and Employment (DOLE); an Undersecretary of
the Department of Science and Technology (DOST); an Undersecretary of
the Department of Trade and Industry (DTI); a Commissioner of the Civil
Service Commission (CSC); and a Commissioner of the Professional
Regulation Commission (PRC).

b)

Representatives of the academe shall be composed of the presidents of the
federations of public and private HEIs, public and private TVIs, and
accreditation bodies of higher and technical-vocational educational
institutions, which shall include the following: Philippine Association of State
Universities and Colleges; Association of Local Colleges and Universities;
Coordinating Council of Private Educational Associations; Technical-
Vocational Schools and Associations of the Philippines; National Network of
Quality Assurance Agencies; and the Federation of Accrediting Agencies of
the Philippines.

°)

Representatives of the industry sector shall be composed of the presidents
of the following business and industry federations: Philippine Chamber of
Commerce and Industry; Joint Foreign Chambers of the Philippines;
Employers Confederation of the Philippines; Semiconductor and Electronics
Industries in the Philippines Foundation, Incorporated; Information
Technology and Business Process Association of the Philippines; Philippine
Business for Education; Management Association of the Philippines;
Philippine Business for Social Progress; and the People Management
Association of the Philippines.


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The NIAC shall be headed by DepEd Undersecretary as Chairperson, and the
Commissioner of CHED and Deputy Director-General of the TESDA shall be its Co-
Chairpersons. The members of the Council, except for the ex officio members, shall
receive per diem for every meeting attended in accordance with existing rules and
regulations. The Council shall be attached to the DepEd for administrative and
budgetary purposes.

The DepEd shall provide a secretariat to the NIAC to be manned by the organic
personnel of the DepEd and may be augmented by the employees from the member-
agencies of the Council through detail or secondment.

Sec. 16. Powers and Functions of the NIAC. - The NIAC shall exercise the
following powers and functions:

a) Monitor labor market trends and the incidence of unemployment,
underemployment, and jobs-skills mismatch;

b

c

Formulate national policies and plans to improve labor market alignment;

Conduct reviews of curricula, training programs, and educational standards
vis-a-vis labor market needs;

d) Benchmark student competencies and qualifications against national and
international frameworks (e.g., PQF, ASEAN QRF);

e) Maintain an inventory of job specifications and skill requirements across

industries;
f) Recommend policy measures to the President, Congress, and national
government agencies;
Coordinate with agencies for data, expertise, and technical inputs;
Hold regular quarterly meetings; and

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i) Perform such other functions as may be necessary.


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TITLE V
LOCAL INDUSTRY-ACADEME COUNCILS

Sec. 17. Establishment of Local Industry-Academe Councils (LIACS). - A Local
Industry-Academe Council (LIAC) shall be established in every province and highly
urbanized city (HUC) in the country. The LIAC shall serve as the local counterpart of
the NIAC and shall be responsible for aligning education and training programs with
the labor market needs of the locality.

Sec. 18. Composition of the LIACs. - Each LIAC shall be composed of the
following representatives within the province or HUC:

a) Government:

vi.

Schools Division Superintendent of the Department of Education
(DepEd)

|. Regional or Field Officer of the Commission on Higher Education (CHED)
ili, Provincial or City Director of the Technical Education and Skills

Development Authority (TESDA)

. Provincial or City Director of the Department of Labor and Employment

(DOLE)

. Provincial or City Director of the Department of Trade and Industry (DTI)

A representative of the Provincial Governor or City Mayor

b) Academe

vii.

viii.

Representatives from State Universities and Colleges (SUCs) and Local
Universities and Colleges (LUCs) within the province or HUC
Representatives from private Higher Education Institutions (HEIs) and
Technical-Vocational Institutions (TVIs)

©) Industry

ix.

Representatives from local chambers of commerce and business
associations


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x. Key employers in priority or emerging sectors within the province or HUC

d) Labor and Civil Society
xi. Representatives from local labor groups, workers’ associations, and
youth or community-based organizations

The LIAC may invite additional resource persons, including representatives
from public employment service offices (PESOs), relevant NGOs, and sectoral skills
councils, as necessary.

Each LIAC shall be chaired by the DepEd Schools Division Superintendent. The
DepEd Schools Division shall provide Secretariat support to the LIAC.

The LIAC shall meet at least once every quarter and may form technical working
groups (TWGs) as needed.

Sec. 19. Powers and Functions of the LIACs. — The LIAC shall exercise the
following powers and functions:

a) Localize and implement NIAC policies and workforce strategies;

b) Monitor local labor market trends and forecast skills demand;

) Align curricula and training programs with local labor market needs;

d) Facilitate partnerships among industry, academe, and government;

) Recommend policy and program adjustments to national agencies and the
NIAC;

f) Support enterprise-based training, faculty immersion, and research

collaboration;

4g) Provide coordination and guidance to institutional JPOs, including in career
guidance, labor market alignment, and employer linkages;

h) Submit regular reports to the NIAC on regional developments and
challenges; and


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i) Perform other tasks as may be necessary to achieve the objectives of this
Act.

Sec. 20. Organization of the LIACs. - Each LIAC shall be chaired by the DepEd
Regional Director. A Vice Chair shall be elected from among the non-government
members. The DepEd Regional Office shall provide Secretariat support to serve as the
LIAC Secretariat.

The LIAC shall meet at least once every quarter and may form technical working
groups (TWGs) as needed.

TITLE VI
LABOR MARKET INTELLIGENCE AND DATA SYSTEMS

Sec. 21. Establishment of the Philippine Labor Market Information System
(PhilLMIS). - There is hereby established a comprehensive and integrated Philippine
Labor Market Information System (PhilLMIS) to be housed within the DOLE in close
coordination with the Philippine Statistics Authority (PSA), DepEd, CHED, TESDA, DTI,
and other relevant agencies and stakeholders.

Sec. 22. Objectives. — PhilLMIS shall serve as the central labor market
intelligence platform of the government and shall have the following objectives:

a) Collect, analyze, and disseminate real-time and forward-looking labor
market data, including supply-demand trends, skills gaps, wage levels,
employment projections, and emerging industries;

b) Identify critical skills shortages and surpluses across sectors and geographic
areas;

c) Provide actionable insights for curriculum design, program offerings, and
training alignment in education institutions and training centers;

d) Support career guidance and job matching services for jobseekers, including
students and graduates;


e) Inform government workforce development policies, education planning,
and investment promotion strategies;

f) Empower employers and enterprises with reliable labor data to support
hiring, reskilling, and training decisions.

Sec. 23. Data Sources. - PhilLMIS shall integrate data from, but not limited to,
the following sources:

a) Government Agencies:

i. PSA (e,g., Labor Force Survey, census, business and industry statistics)

ii. DOLE (e.g., PESO data, job vacancy registries, displacement reports)

ili. TESDA (e.g., TVET enrollments, assessments, certification results)

iv. CHED and DepEd (e.g., enrollment and graduation data by course and
track)

v. DTI and Board of Investments (e.g., industry performance data,
investment pledges)

b) Private Sector:
i. Online job portals and employment platforms
ii. Industry associations and employer surveys
iii, Skills councils and private recruitment firms, with due consideration of
data privacy

©) International Sources:
i, Regional and global labor market outlooks, benchmarks, and skills
frameworks

Sec. 24. Key Functions. — PhilLMIS shall perform the following functions:

a) Develop and enforce common data standards and protocols to ensure
interoperability and accuracy across data sources;


362 b)

Conduct periodic skills gap analyses and occupational forecasting to

363 anticipate future workforce needs;

364 ) Establish a public-facing digital portal offering accessible labor market
365 information, career guidance tools, and training program directories;

366 d) Commission and publish targeted research on critical labor issues, including
367 informal employment, green jobs, and automation;

368 ) Operate an early warning system to flag potential job disruptions or mass
369 layoffs by sector or region.

370

371 Sec. 25. Governance and Collaboration - A Labor Market Intelligence Council

372 _ shall be established, co-chaired by DOLE and NEDA, with members from PSA, DepEd,
373 CHED, TESDA, DTI, employer organizations, labor unions, and academic institutions.
374 This Council shall:

375

376 a) Provide strategic direction and oversight to PhilLMIS

377 b) Validate data frameworks and tools in consultation with stakeholders

378 c) Ensure alignment with the Philippine Qualifications Framework and national
379 development plans

380

381 Sec. 26. Capacity Building — DOLE and partner agencies shall allocate resources

382 and undertake capacity-building activities to strengthen labor market data analytics
383 and forecasting capabilities across all implementing units.

384

385 Sec. 27. Data Privacy and Security.— All data collection, processing, and sharing
386 under PhilLMIS shall comply with the Data Privacy Act of 2012 (RA No. 10173) and
387 other applicable laws, with appropriate safeguards for personal and sensitive
388 information.

389

390 TITLE VII

391 NATIONAL FRAMEWORKS FOR SKILLS AND QUALIFICATIONS
392

393


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Sec. 28. Reinforcement and Promotion of the Philippine Qualifications

Framework (PQF). ~The Philippine Qualifications Framework (PQF), as established by
Executive Order No. 83, s. 2012, is hereby reinforced as the national system for
classifying qualifications according to defined levels based on knowledge, skills, and
values.

a) All educational and training institutions, including those supervised by the
DepEd, CHED, and TESDA, shall ensure that their programs and curricula
are aligned with the relevant PQF levels and descriptors, and that learning
‘outcomes are clearly defined in accordance with these standards.

b) The PQF National Coordinating Council (PQF-NCC) shall be strengthened
with enhanced mandates and resources to actively promote, monitor, and
ensure consistent implementation of the PQF across all sectors and
institutions.

c

Mechanisms for the Recognition of Prior Learning (RPL) and recognition of
non-formal and informal learning shall be standardized and streamlined
across all POF levels, allowing individuals to earn formal qualifications based

on verified skills, competencies, and experience.

Sec. 29. Establishment and Institutionalization of the Philippine Skills

Framework (PSF). ~ The Philippine Skills Framework (PSF) is hereby established and
institutionalized as a complementary national reference tool outlining the specific
technical, transversal, and behavioral competencies required across various industries

and occupations.

a) The PSF shall be developed, maintained, and regularly updated by TESDA,
in close collaboration with DOLE, DTI, CHED, DepEd, industry associations,
and professional regulatory boards.

b) The PSF shall serve the following purposes:

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i. Curriculum Development ~ Guide the design and revision of curricula
and training programs in DepEd, CHED, TESDA, and other training
institutions based on industry needs;

ii. Skills Assessment and Certification — Provide the basis for competency-

based assessment, credentialing, and national certifications;

Career Guidance — Inform students and jobseekers about qualifications

and competencies required for various career pathways;

iv. Job Matching - Improve the accuracy of employment matching by
linking job roles with verified skills;

v. Talent Development — Enable employers to identify workforce skill gaps
and design appropriate training programs;

vi. International Benchmarking — Facilitate the alignment and mutual

recognition of skills and qualifications with intemational partners.

Sec. 30. Digital Integration and Interoperability. — The PQF and PSF shall be
digitally integrated to allow for seamless navigation between qualifications and their
corresponding skills sets. A centralized digital platform shall be developed and
maintained to:

a) Host up-to-date information on the PQF and PSF,

b) Provide access to training providers, certified assessment centers, and
competency standards, and

©) Serve as a registry of certified individuals and qualifications.

This platform shall be interoperable with the Philippine Labor Market
Information System (PhilLMIS) to support real-time skills tracking and planning.

Sec. 31. Industry-Led Development of the PSF. - Industry Sector Skills Councils
(SSCs) shall be formally established under TESDA and empowered to lead the
development and periodic updating of the PSF for their respective sectors.


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The development of the PSF shall be evidence-based and data-driven, utilizing
labor market intelligence from PhillMIS, national employment projections, and
consultations with employers, workers, educators, and other stakeholders.

Sec. 32. Promotion and Awareness — A sustained national campaign shall be
launched to promote widespread awareness and adoption of the PQF and PSF among
learners, educators, guidance counselors, employers, government agencies, and the
general public.

DepEd, CHED, TESDA, and DOLE shall develop coordinated strategies for
integration into school guidance programs, job placement services, and public
employment services.

Sec. 33. International Recognition of Philippine Qualifications and Skills. - The
Department of Foreign Affairs (DFA), in coordination with DOLE, CHED, and TESDA,
shall pursue bilateral and multilateral agreements to support the international
recognition of Philippine qualifications and skills frameworks, particularly in countries
with significant overseas Filipino worker (OFW) populations.

These agreements shall be designed to:

a) Strengthen labor mobility and protect Filipino workers abroad;
b) Ensure mutual recognition of skills and certifications;
©) Align local qualifications with international benchmarks and standards.

TITLE VIII
FINAL PROVISIONS

Sec. 34. Appropriations. - The amount necessary to implement this Act shall
be included in the annual General Appropriations Act. Agencies and institutions may
also mobilize public-private partnerships and donor support to enhance JPO, NIAC and
UAC functions.


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Sec, 35. Implementing Rules and Regulations. ~ Within ninety (90) days from
the effectivity of this Act, the DepEd, in coordination with CHED, DOLE, TESDA, DTI,
and DILG, shall promulgate the necessary implementing rules and regulations (IRR).

Sec. 36. Separability Clause. — If any provision of this Act is declared
unconstitutional or invalid, the remaining provisions shall remain in full force and
effect.

Sec. 37. Repealing Clause. — All laws, presidential decrees, executive orders,
rules and regulations inconsistent with the provisions of this Act are hereby repealed

or amended accordingly.

Sec. 38. Effectivity. — This Act shall take effect fifteen (15) days after its
publication in the Official Gazette or in a newspaper of general circulation.

APPROVED.