EIGHTEENTH CONGRESS OF THE 
)
REPUBLIC OF THE PHIUPPINES 
)
First Regular Session 
)
I 
■
IF’f&fiiie of iljr g>mitr.rr
20 MAY -4n
SENA
S. B. No
Introduced by SENATOR SONNY ANGARA
AN ACT
PROVIDING FOR A NATIONAL DIGITAL TRANSFORMATION POLICY AND 
FOR OTHER PURPOSES
EXPLANATORY NOTE
In recent years, the Philippines has been recognized as one of the top 
internet users in the world, with Filipinos averaging 10 hours and two minutes of 
screen time every day.1 The Digital 2019 report of social media firms Hootsuite and 
We Are Social showed that Filipinos spent an average of four hours and 12 minutes 
on social media platforms, almost double of the global average of two hours and 16 
minutes.2
And with more mobile subscriptions than there are people in the country— 
109.2 for every 100 inhabitants, according to the Measuring the Information Society 
Report 2017 oi the International Telecommunications Union (ITU)—the foundations 
are there for the Philippines to blossom into a truly digital society. But just as the 
experience with the COVID-19 outbreak and the subsequent Luzon-wide enhanced 
community quarantine has demonstrated, several gaps and institutional deficiencies 
persist underscoring the need for a comprehensive digital transformation policy to 
be rolled out and implemented, one that is especially focused on digital skills and 
competencies.
2 https://www.theguardian.eom/technology/2019/feb/01/world-internet-usage-index-philippines-10-hours-a-day 
https://www.phiistar.eom/business/technology/2019/01/31/1889736/filipinos-are-worlds-heaviest-internet-users-
2018-report-says


Leveraging on the Filipinos' interest and presence in the digital space and in 
order to foster digital competency in support of the country's economic and social 
development goals, this bill seeks to create a national framework for digital 
competency with focus on information and data literacy, communication and 
collaboration, digital content creation, safety and problem solving. The proposed 
digital competency framework is patterned after the European Commission's 
DigComp 2.03, which identified the five key components of digital competence.
Among the key provisions in the bill is the adoption of information and 
communication technology (ICT) competency for teachers, since building digital 
competency should encompass all forms of learning. The proposed provisions were 
adapted from the 2011 United Nations Educational, Scientific and Cultural 
Organization (UNESCO) ICT Competency for Teachers, aimed at helping countries 
develop comprehensive national teacher ICT competency policies and standards and 
integrate these in overarching ICT in education plans.4 A 2019 United Nations 
Conference on Trade and Development (UNCTAD) Report highlights that traditional 
teaching curricula and training programs contribute to the enhancement of digital 
skills and at the same time, digital technologies facilitates learning by providing 
education access to those who might not be able to benefit from formal education.5
The bill also seeks to establish and institutionalize a national digital 
transformation strategy, and a national digital skills development strategy to ensure 
that every citizen is given the opportunity to understand ICT and develop the 
necessary skills and ability to apply ICT in their everyday lives.
Finally, the bill also creates the National Digital Transformation Council who 
will oversee policy formulation for the national digital competency framework and 
facilitate the development and implementation of the proposed strategies under the 
bill.
4 https://milunesco.unaoc.org/mil-resources/digital-competence-framework-for-citizens/ 
https://en.unesco.org/themes/ict-education/competency-framework-teachers
5 https://unctad.org/en/PublicationsLibrary/dtlstict2019d3_en.pdf


This measure falls under our broad effort towards the formulation and 
sustained implementation of a "Tatak Pinoy" industrialization campaign and policy 
that helps Filipino enterprises move up the value chain, Filipino entrepreneurs to 
produce better quality products, and Filipino professionals to render world-class 
services.
In view of the foregoing, the passage of this bill is earnestly sought.
SONNY ANGARA
Iff


EIGHTEENTH CONGRESS OF THE 
)
REPUBLIC OF THE PHILIPPINES 
)
First Regular Session 
)
of tijf S>i-cr<’taij(>
20 MAY ”4
SENA
S. B. No.
Introduced by SENATOR SONNY ANGARA
AN ACT
PROVIDING FOR A NATIONAL DIGITAL TRANSFORMATION POLICY AND 
FOR OTHER PURPOSES
Be it enacted by the Senate and the House of Representatives of the 
Philippines in Congress assembled:
1 
TITLE I
2 
STATE POLICIES AND BASIC PRINCIPLES
3 
CHAPTER I
4 
State Policies
5 
SECTION 1. Short Title. - This Act shall be known as the "National Digital
6 
Transformation Act".
7 
SEC. 2. Declaration of State Policy. - It is hereby declared policy of the State
8 
to integrate digital technology into all areas of government that will greatly improve
9 
Philippine governance, socio-economic development and services to people.
10 
Consequently, the State shall create a plan that shall transform the government into
11 
a digital platform providing transparent and accountable governance, efficient
12 
operations, direct citizen engagement, and innovation.
13 
CHAPTER II
14 
Definitions of Terms
15 
SEC. 3. Definition of Terms. - The following terms as used in this Act shall
16 
mean:
17 
(a) 
"21st century skills"refer to skills that are required by new jobs such as
18 
critical thinking, problem solving, good communication, collaboration.


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information and technology literacy, flexibility and adaptability, 
innovativeness and creativity.
(b) 
"Automatic and Artificial Intelligence" refers to combining technology 
such as Robotics Process Automation or RPA, Artificial intelligence (AI) 
and machine learning;
(c) 
"Big Data and Analytics" refers to data discovery process using 
techniques and tools like mining useful information or insights from 
huge sets of data either structure or unstructured. This is enabled 
through exponential increase in both computing power and storage 
capacity;
(d) 
"Cloud Computing"refers to the delivery of IT services hosted over the 
internet to transform compute resources into a utility;
(e) 
"Data" refers to a sequence of one or more symbols given meaning by 
specific act(s) of interpretation. Data can be analysed or used in an 
effort to gain knowledge or make decisions. Digital data is represented 
using the binary number system of ones (1) and zeros (0) as opposed to 
its analogue representation;
(f) 
"Digital Competence" refers to the confident, critical, creative, relevant 
and responsible use of, and engagement with, digital technologies for 
learning or education, for work or occupation, and for participation in 
society;
(g) 
"Digital content" ref ers to any type of content that exists in the form of 
digital data that are encoded in a machine-readable format, and can be 
created, viewed, distributed, modified and stored using computers and 
digital technologies, e.g. the internet. The content can be either free or 
pay content such as web pages and websites, social media, data and 
databases, digital audio, such as mp3s, and e-books, digital imagery, 
digital video, video games, computer programmes and software.
(h) 
"Digital entrepreneurship" refers to combining traditional 
entrepreneurship with new digital technologies, thus creating digital 
enterprises which are characterized by a high intensity of utilization of 
novel digital technologies, particularly social media, big data analytics.


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mobile and cloud solutions to improve business operations, invent new 
business models, sharpen business intelligence, and engage with 
customers and stakeholders;
(i) 
"Digital services"refer to public or private services that can be delivered
through digital communication, such as Internet, mobile phone network 
that might include delivery of digital information, data or content or 
transactional services;
0) "Digital skills" refer to range of abilities, from basic to more advanced, 
encompassing a combination of behaviors, expertise, know-how, work 
habits, character traits, dispositions and critical understandings on the 
use of digital devices, communication applications, and networks to 
access and manage information;
(k) 
"Digital technology" refers to any product that can be used to create, 
view, distribute, modify, store, retrieve, transmit and receive information 
electronically in a digital form such as personal computers and devices 
like desktop, laptop, netbook, tablet computer, smart phones, PDA with 
mobile phone facilities, games consoles, media players, e-book readers, 
as well as digital television, and robots;
(l) 
"Digital tools" refer to technologies used for a given purpose or for 
carrying out a particular function of information processing, 
communication, content creation, safety or problem solving;
(m) "Digital Transformation"refers to the total and overall societal effect of 
digitalization;
(n) 
"Digitization" refers to the technical conversion from traditional to 
digital;
(o) 
"Innovation" ref ers to the creation of new ideas using new or existing 
technologies that results in the deveiopment of new or improved 
products, processes, or services, which are then spread or transferred 
across the market;
(p) 
"Internet of Things (loT)" refers to everyday devices connected to the 
internet through sensors and computing power to monitor and manage 
actions, offering users greater influence over their environment;


1 
(q) "Soda! indusion" refers to the process of improving the terms for
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individuals and groups to take part in society (World Bank). Social
3 
inclusion aims to empower poor and marginalized people to take
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advantage of burgeoning global opportunities. It ensures that people
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have a voice in decisions which affect their lives and that they enjoy
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equal access to markets, services and political, social and physical
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spaces;
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(r) "Well-being" is related to the World Health Organization definition of
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good health as a state of complete physical, social and mental well-
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being, and not merely the absence of disease or infirmity. Social well-
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being refers to the sense of involvement with others and with the
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communities such as access and use of social capital, social trust, social
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connectedness and social networks;
14 
TITLE II
15 
DIGITAL COMPETENCE FRAMEWORK FOR CITIZENS
16 
CHAPTER I
17 
Functions
18 
SEC. 4. Digital Competence Framework for Citizens. -A Digital Competence
19 
Framework for Citizens is hereby created. It shall serve as a tool to improve the
20 
digital competence of citizens and a guide in the formulation of policies that support
21 
digital competence building. The framework shall include education and training
22 
initiatives to improve the digital competence of various specific target groups.
23 
The essential knowledge, skills, and attitudes that comprise digital
24 
competence are, generally classified as follows:
25 
(a) Information and Data Literacy. - The ability to articulate information
26 
needs, to locate and retrieve digital data, information and content, to judge the
27 
relevance of the source and its content and to store, manage, and organize digital
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data, information and content. The skills are as follows:
29 
1. Browsing, searching and filtering data, information, and digital content
30 
2. Evaluating data, information, and digital content
31 
3. Managing data, information, and digital content


1 
(b) Communication and coiiaboration. - The ability to interact, communicate
2 
and collaborate through digital technologies while being aware of cultural and
3 
generational diversity, to participate in society through public and private digital
4 
services and participatory citizenship and to manage one's digital identity and
5 
reputation. The skills are as follows:
6 
1. Interacting through digital technologies
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2. Sharing through digital technologies
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3. Engaging in citizenship through digital technologies
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4. Collaborating through digital technologies
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5. Netiquette
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6. Managing digital identity
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(c) Digitai Content Creation. -The ability to create and edit digital content, to
13 
improve and integrate information and content into an existing body of knowledge
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while understanding how copyright and licenses are to be applied, and to know how
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to give understandable instructions for a computer system. The skills are as follows:
16 
1. Developing digital content
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2. Integrating and re-elaborating digital content
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3. Copyright and licenses
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4. Programming
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(d) Safety. -The ability to protect devices, content, personal data and privacy
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in digital environments, to protect physical and psychological health, and to be
22 
aware of digital technologies for social well-being and social inclusion, as well as to
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be aware of the environmental impact of digital technologies and their use. The skills
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are as follows:
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1. Protecting devices
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2. Protecting personal data and privacy
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3. Protecting health and well-being
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4. Protecting the environment
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(e) Probiem Soiving. - The ability to identify needs and problems, and to
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resolve conceptual problems and problem situations in digital environments, to use
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digitai tools to innovate processes and products and to be updated with the digital
32 
evolution. The skills are as follows:


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1. Solving technical problems
2 
2. Identifying needs & technological responses
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3. Creatively using digital technologies
4 
4. Identifying digital competence gaps
5 
The Department of Information and Communications Technology (DICT) and
6 
the Department of Education (DepEd) in collaboration with the Commission on
7 
Higher Education (CHED), and the Technical Education and Skills Development
8 
Authority (TESDA) shall design and develop an instrument to measure and certify
9 
citizens' digital competence based on the framework. These agencies shall consult
10 
experts in the field of various technologies necessary for digital transformation, such
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as but not limited to cloud computing, automatic and artificial intelligence, robotics,
12 
big data and other disruptive technologies.
13 
CHAPTER II
14 
ICT Competency Framework For Teachers
15 
SEC. 5. ICT Competency Framework for Teachers. - An ICT-Competence
16 
Framework for Teachers is hereby created. This shall be used to outline the
17 
competencies that teachers, educators, and trainers need in order to integrate
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Information and Communication Technologies (ICTs) into their professional practice.
19 
The framework shall be used to compare the teachers' competencies in
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different regions, provinces, cities, and municipalities in order to analyze and
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develop educational programs and training courses for teacher professional
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development at national or regional level.
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The required competencies are defined as the intersections of the three
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approaches to teaching, as follows:
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(a) Technology literacy approach shall enable students to use ICT in order
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to learn more efficiently and increase the extent to which new technology
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is used by students, citizens and the workforce by incorporating
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technology skill into the school curriculum. The goal of the technology
29 
literacy approach is to enable learners, citizens, and the workforce to use
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ICT to support social development and improve economic productivity.
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(b) Knowledge deepening approach shall enable students to acquire in-
32 
depth knowledge of their school subjects and apply it to complex, real-


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world problems; and increase the ability of students, citizens, and the
2 
workforce to use knowledge to add value to society and the economy by
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applying it to solve complex, real-world problems. The aim of the
4 
knowledge deepening approach is to increase the ability of students,
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citizens, and the workforce to add value to society and to the economy by
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applying the knowledge gained in school subjects to solve complex, high
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priority problems encountered in real world situations of work, society and
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in life generally.
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(c) Knowledge creation approach shall enable students, citizens and the
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workforce they become, to create the new knowledge required for more
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harmonious, fulfilling and prosperous societies; and increase the ability of
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students, citizens, and the workforce to innovate, produce new
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knowledge, and benefit from this new knowledge. The aim of the
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knowledge creation approach is to increase productivity by creating
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students, citizens, and a workforce that is continually engaged in, and
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benefits from, knowledge creation, innovation and life-long learning. The
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six aspects of a teacher's work, under the framework are as follows:
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1. Understanding ICT in education
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2. Curriculum assessment
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3. Pedagogy
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4. ICT
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5. Organization and administration
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6. Teacher professional learning
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The modular structure of learning shall be encouraged. Teacher-education
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institutions and providers of professional learning shall design offerings that address
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and is aligned to the overall goals and rationale of the Framework.
27 
PART III
28 
NATIONAL DIGITAL SKILLS STRATEGY
29 
CHAPTER I
30 
Definitions
31 
SEC. 6. National Digital Transformation Strategy. - A National Digital
32 
Transformation Strategy shall be created. The Strategy shall ensure that every


1 
citizen shall have the opportunity to understand ICT and develop skills and ability to
2 
apply the ICT in their work, vocation, business, and life in society. The Strategy shall
3 
include, but not limited to:
4 
(a) Affordable and dean energy and growth, which includes plans and
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programs to ensure competitive costs as well as lower adverse impact to
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the environment;
7 
(b) Digital indusion, which includes plans and programs to spread growth
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across the country, and identify potential areas for various industries to
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unlock growth, increase skill levels, or promote local innovation;
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(c) Infrastructure, which includes concrete plans and strategies to develop
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and upgrade performance on digital, energy, and transport
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infrastructure, to effectively align central government infrastructure
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investment with local growth priorities;
14 
(d) Institutional framework, which includes strategies and directions to
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establish or improve existing institutions such as innovation councils,
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local educational institutions, trade associations or financial networks;
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(e) Procurement policy, which includes concrete and specific plans in the
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government procurement in order to drive innovation and enable the
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development of effective, efficient and transparent supply chains across
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the country;
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(f) Science, research, and innovation, which include concrete set of plans
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and strategies to ensure a knowledge economy, create and
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commercialize intellectual property that will promote and enhance the
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global brand of the 
Philippines;
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(g) Sectoral engagement, which includes plans, policies and strategies
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programs to enhance areas of competitive advantage, and help new
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sectors to grown;
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(h) Skills, which include concrete plans and strategies to ensure that the
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Filipino workforce is equipped with the relevant and necessary 21st
30 
century skills for them to thrive in a modern economy and build learning
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organizations and systems to benefit the everyone especially those who
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are not able to attend or complete formal education, and enhance
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science, technology, engineering, and math (STEM) skills and numeracy,
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and raising skill levels especially in underprivileged areas;
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(i) Trade and inward investment which includes plans and strategies to
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boost productivity and growth across the economy by increasing
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competition and helping to bring innovation and new ideas, systems and
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processes; and
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(j) Supporting businesses to start and grow, where we the government
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must ensure that businesses across the country can access the finance
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and management skills they need to grow; and create the conditions to
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enable firms to invest for the long term.
11 
SEC. 7. Digitai Inclusion. - The DICT shall enable all citizens, irrespective of
12 
age, gender, physical ability, ethnicity, health conditions, or socio-economic status to
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access the opportunities of the internet. Citizens, businesses and public services
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must take full advantage of the transformational benefits of the digital revolution.
15 
The Department must identify the root causes of digital exclusion in all sectors and
16 
regions for the purpose of increase their digital competence.
17 
The DICT shall identify and develop the full range of digital skills that
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individuals and companies across the country need to address the requirements of a
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digital economy and instill measures and programs for citizens to continuously up-
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skill and re-skill throughout their working lives.
21 
It shall also develop a strong collaboration between the public, private, and
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educational sector to address the digital skills gap in a coherent and holistic way.
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SEC. 8. Digital Libraries and Learning Hubs. - The DICT and the National
24 
Library of the Philippines shall enhance and promote the role of libraries in improving
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digital communication, increasing citizen's digital footprint, promoting digital
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inclusion and transform these libraries as providers of digital access, training and
27 
support for local communities.
28 
SEC. 9. Digitai Entrepreneurship. - The Department of Trade and Industry
29 
(DTI) and the DICT shall strongly promote the digitization of businesses according to
30 
their own specific digital needs, mainly focused on these four core digital activities,
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namely maintaining a web presence, selling online, using the cloud, and digitizing
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back-office functions such as payroll and human resource management, in order to


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become or remain competitive. The DTI shall ensure that entrepreneurs undertake
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the certification under the digital competence framework for citizens to identify areas
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the need training and intervention.
4 
SEC. 10. Digital Civil Service. - To ensure the highest standards of public
5 
service, the DICT and the Civil Service Commission shall identify and consolidate all
6 
the skills and competencies of public employees in the career service and
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recommend and cause the conduct of digital skills training under an annual digital
8 
skills mapping activity. All public employees shall be covered under a mandatory
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basis of certification under the digital competence framework for citizens to identify
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areas the need training and intervention.
11 
CHAPTER II
12 
National Digital Skills Development Strategy
13 
SEC. 11. National Digital Skills Development Strategy. - The State shall
14 
create digital skills development strategy that will:
15 
(a) Identify the digital skills development goals for:
16 
1. Primary education
17 
2. Secondary education
18 
3. Tertiary education, for students, and digital technology development and
19 
design experts
20 
4. Work-related digital skills training programs for out-of-school youth,
21 
including for freelancers and part-time workers;
22 
5. Work-related digital skills training programs for adults requiring re-skilling;
23 
6. Skills for life in the digital economy for all citizens;
24 
7. Training programs 
both for 
life and work 
for under-represented
25 
populations;
26 
8. Develop or plan for a digital entrepreneurship skills strategy.
27 
(d) Inventory existing policies, plans 
and programs 
that support the
28 
development of digital skills and analyze how they can be used to support
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the goals of the digital skills strategy
30 
(e) Benchmark the goals against existing frameworks or countries with similar
31 
goals as well as identify the existing priorities and challenges in meeting
10


1 
the above goals as well as identify promising solutions for providing digital
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skills that address the common challenges
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(f) Identify current and future trends in relation to demographic trends,
4 
technological changes, business trends, trade, industrial policies, and the
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shift to a greener, digital and knowledge-based economy
6 
(g) Identify available training programs, curriculum and providers that can be
7 
leveraged to meet the strategy's goals and develop new curricula where
8 
necessary as well as identify gaps in training programs and curricula - and
9 
identify providers and strategies that will help fill them.
10 
(h) Identify and recommend new policies and programs that are needed and
11 
conduct advocacy both using the existing policies and to build support for
12 
new policies.
13 
CHAPTER III
14 
Digital Jobs
15 
SEC. 12. Digital Jobs. - The DICT in coordination with Department of Labor
16 
(DOLE) and other concerned agencies shall provide jobs which are in line with
17 
freelancing, virtual work, homebased digital activities, and the like.
18 
CHAPTER VII
19 
National Digital Transformation Council
20 
SEC. 13. National Digital Transformation Council. - The National Digital
21 
Transformation Council is hereby created to ensure the effective implementation of
22 
this Act.
23 
SEC. 14. Composition of the Council. - The Council shall be composed of:
24 
(a) DICT
25 
(b) Department of Science and Technology (DOST)
26 
(c) DTI
27 
(d) DOLE
28 
(e) DEPED
29 
(f) CHED
30 
(g) TESDA
11


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(h) At least ten (10) members coming from the private sector that is involved
2 
in digital skills development, digital industries and jobs, or digital systems
3 
and products.
4 
SEC. 15. Functions of the Council. - The following are the functions of the
5 
Council:
6 
(a) Take the lead in the formulation and implementation of specific rules for
7 
the National Digital Competence Framework for Citizens;
8 
(b) Oversee the development and implement the National Digital
9 
Transformation Strategy, the ICT Teachers Competency Framework, and
10 
National Digital Skills Development Strategy;
11 
(c) Recommend, propose or endorse any measure related to the above
12 
functions to concerned line agencies for purposes of administrative
13 
concerns, to the private sectors, schools or other business entities for
14 
policy guidance, and to Congress for policy purposes
15 
(d) Provide a report to Congress and to the Office of the President on the
16 
progress of the implementation of this Act
17 
SEC. 16. Councii Secretariat - The DICT shall provide secretariat support to the
18 
Council.
19 
TITLE IV
20 
COMMON PROVISIONS
21 
SEC. 17. Implementing Rules and Regulations. - Within sixty (60) days from
22 
the effectivity of this Act, the DOLE and DICT together with relevant stakeholders
23 
shall promulgate the necessary implementing rules and regulations (IRR) of this Act.
24 
SEC. 18. Appropriations. - The amount necessary for the effective
25 
implementation of the provisions of this Act shall be included in the General
26 
Appropriations Act for the year following the approval of this Act.
27 
SEC. 19. Repealing Clause. - All other laws, decrees, executive orders and
28 
rules and regulations contrary to or inconsistent with the provisions of this Act are
29 
hereby repealed or modified accordingly.
30 
SEC. 20. Separability Clause - If any provision of this Act is held invalid or
31 
unconstitutional, the same shall not affect the validity and effectivity of the other
32 
provisions hereof.
12


1 
SEC. 21. Effectivity - This Act shall take effect fifteen (15) days after its
2 
publication in the Official Gazette or in any newspaper of general circulation.
Approved,
13