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NINETEENTH CONGRESS OF THE 
REPUBLIC OF THE PHILIPPINES
First Regular Session
SENATE
*22 JUL 12 All '21
S. B. H0.2EA
Introduced by SENATOR JOEL VILLANUEVA
AN ACT
INSTITUTIONALIZING THE LIFELONG LEARNING DEVELOPMENT 
FRAMEWORK, BROADENING THE MANDATE OF THE PHILIPPINE 
QUALIFICATIONS FRAMEWORK - NATIONAL COORDINATING 
COUNCIL (PQF-NCC), AMENDING FOR THE PURPOSE REPUBLIC ACT 
NO. 10968, OTHERWISE KNOWN AS THE PHILIPPINE 
QUALIFICATIONS FRAMEWORK ACT, APPROPRIATING FUNDS 
THEREFOR AND FOR OTHER PURPOSES
EXPLANATORY NOTE
The International Labour Organization noted that the concept of lifelong learning 
recognized that “whilst the value of initial training was not to be discounted, the 
frontloading of skills through education and training for a single lifetime qualification was 
no longer sufficient, and that education and training systems of the future needed to be 
flexible and prepare individuals to learn continuously over their life.”1
In the United Nations (UN) 2030 Agenda for Sustainable Development, Goal 4, UN 
Member States have committed to ensure inclusive and equitable quality education and 
promote lifelong opportunities for all.2 Flexible lifelong learning has likewise been 
recognized by the Philippine government as a priority strategy, with a special focus on 
digital skills training.3
1 
International Labor Organization, Lifelong Learning: Concepts, Issues, and Actions, available at 
https://www.ilo. ora/wcmsp5/arouDS/Dublic/—ed emo/—ifD skills/documents/publication/wcms 711842.pdf (last accessed 
September 2, 2021).
2 2030 Agenda for Sustainable Development.
3 Updated Philippine Development Plan 2017-2022.


Indeed, while present learning frameworks prioritize the education and 
development of children and young adults to prepare them for the future, it is clear that 
learning is a continuous and lifelong process. There is, therefore, a need to establish 
policies that will provide an enabling environment for lifelong learning opportunities to 
flourish, and to be accessible to persons from all walks of life.
This measure requires the development of a Lifelong Learning Development 
Framework, to be developed by the Philippine Qualifications Framework-National 
Coordinating Council (PQF-NCC). For this purpose, the PQF-NCC shall determine and 
set standards for the development of action components and desirable success measures 
for the promotion and implementation of lifelong learning in cities, municipalities, and 
lifelong educational institutions.
To ensure equitable, inclusive, and accessible lifelong learning opportunities, local 
government units that are designated as Learning Cities or Municipalities shall be 
empowered to take the lead in the implementation of this measure within their 
jurisdictions, including the establishment and operation of community learning centers, to 
provide all their residents, especially the underprivileged, to avail of such opportunities. 
Learning Cities or Municipalities shall also enjoy additional support and funding to 
promote their residents’ participation in lifelong education.
With the increasingly volatile labor markets and the advent of the Fourth Industrial 
Revolution, persons of every age and of any status, especially marginalized communities, 
can be assured that there will be no shortage of sources of knowledge that will allow them 
to better adapt to dynamic and ever-changing times.
Thus, the immediate passage of this bill is earnestly sought.
SENATOR VILLANUEVAyu^


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NINETEENTH CONGRESS OF THE 
REPUBLIC OF THE PHILIPPINES
First Regular Session
SENATE 
S.B. No. 364
• •• i.5>ttirr of tir f :*f 'H-'
•22 JUL 12 All :27
RKtIl LO E..
Introduced by SENATOR JOEL VILLANUEVA
AN ACT
INSTITUTIONALIZING THE LIFELONG LEARNING DEVELOPMENT 
FRAMEWORK, BROADENING THE MANDATE OF THE PHILIPPINE 
QUALIFICATIONS FRAMEWORK - NATIONAL COORDINATING 
COUNCIL (PFQ-NCC), AMENDING FOR THE PURPOSE REPUBLIC ACT 
NO. 10968, OTHERWISE KNOWN AS THE PHILIPPINE 
QUALIFICATIONS FRAMEWORK ACT, APPROPRIATING FUNDS 
THEREFOR AND FOR OTHER PURPOSES
Be it enacted by the Senate and House of Representatives of the Philippines in Congress 
assembled:
SECTION 1. Short Title. - This Act shall be known as “The Lifelong Learning 
Development Framework (LLDF) Act.”
SEC. 2. Declaration of Policy. - It is hereby declared the policy of the State to create an 
environment free of poverty, hunger, violence, and war, and to ensure equity, inclusion, 
and a healthy environment for everyone. To this end, the State shall promote lifelong 
learning as a means to achieve full, productive, and freely chosen employment and decent 
work for all, and to promote a more sustainable national, regional, and local development. 
The State shall promote universal literacy and promote the constitutional right of all 
citizens to quality and accessible education at all levels, and prescribe the duties of the 
State in this regard.
SEC. 3. Definition of Terms. - As used in this Act:
a) 
Community Learning Center (CLC) refers to a venue outside the formal education 
system, including, but not limited to, learning hubs, reading centers, libraries and e- 
libraries, to provide lifelong learning opportunities for community development and 
improvement of the quality of life;
b) 
Learning City or Municipality refers to a city or municipality which effectively 
mobilizes its resources to: a) promote inclusive learning in all education levels; b) 
encourage learning in families and communities; c) facilitate continuous learning for


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and in the workplace; d) extend the use of modern learning technologies; e) enhance 
quality and pursuit of excellence in learning; and f) foster a culture of learning 
throughout life;
c) 
Lifelong Educational Institution refers to any establishment, corporation, 
organization, or public or private institution for lifelong education providing lifelong 
vocational training, or offering supplementary education for school curricula. It shall 
also refer to a center or an office attached to an existing educational institution that 
offers lifelong education to persons other than its regular students;
d) 
Lifelong Learning refers to a philosophy that recognizes learning as a continuum and 
not confined to a particular period in life nor the school system but takes place in all 
modes and locales, at all stages of life, which results in improving knowledge, know­
how, skills, competencies, and/or qualifications for personal, social, and/or 
professional reasons. As a conceptual framework and organizing principle for 
educational policy, lifelong learning, also known as lifelong education, encompasses 
all modes of learning and all types of formal, nonformal, or informal educational 
activities;
e) 
Literacy Education refers to a significantly higher level of literacy, which includes not 
only reading and writing skills, but also numeracy skills. The skills must be 
sufficiently advanced to enable the individual to participate fully and efficiently in 
activities commonly occurring in his or her life situation that requires a reasonable 
capability of communicating by written language; and
f) 
Tertiary Education refers to the stage of education following the secondary cycle 
which covers post-secondary nondegree diploma, technical-vocational education 
and training, and higher education programs, including graduate education.
SEC. 4. Lifelong Learning Development Framework. - A Lifelong Learning 
Development Framework (LLDF) shall be developed by the Philippine Qualifications 
Framework-National Coordinating Council (PQF-NCC) as provided under this Act. The 
LLDF shall describe and set standards for the development of action components and 
desirable success measures for the promotion and implementation of lifelong learning in 
cities, municipalities and lifelong educational institutions.
The LLDF shall have the following objectives:
a) Promote functional literacy at all levels of society;
b) Promote inclusive learning in the educational system;
c) Revitalize learning in families and communities;
d) Facilitate learning for and in the workplace, with the participation of industry and 
other stakeholders;
e) Extend the use of modern learning technologies;
f) 
Ensure the quality of learning; and
g) Foster a culture of learning throughout life.


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The action components and corresponding success measures shall include the following:
a)
b)
Promotion of Literacy at all levels of society. - This component upholds the 
importance of promoting literacy for all. The activities under this component 
shall include those that ensure for every citizen the opportunity to become 
literate and obtain foundational and transversal skills. The corresponding 
success measure for this action component shall be adult literacy rate.
Promotion of inclusive learning in the educational system. -- No person, 
regardless of ability, sex, social background, language, ethnicity, religion or 
culture, shall be excluded from participating in the lifelong learning system. The 
activities under this component and their corresponding success measures 
shall include the following;
(1) Expanding access to early childhood care and education, with net enrolment 
rate in pre-primary education, as success measure;
(2) Expanding access to and participation in alternative learning system 
programs for out-of-school children and youth, with the number of 
beneficiaries and quality of programs as success measure;
(3) Expanding access to and participation in the Expanded Tertiary Education 
Equivalency and Accreditation Program (ETEEAP) for adults with work 
experience, with the number of beneficiaries and quality of programs as 
success measures;
(4) Expanding access to formal education from primary to tertiary level, with 
average number of years of formal schooling received by people aged 
twenty-five (25) and older, as success measure;
(5) Expanding access to and participation in adult education and technical- 
vocational education and training, with percentage of citizens aged twenty- 
five to sixty-four (25-64) who reported receiving education or training in the 
last twelve (12) months as reported and monitored, as success measure;
(6) Providing support for marginalized groups, including, but not limited to, 
women, youth, indigenous persons, and persons with disabilities, to ensure 
access to education, including learning options and pathways, with the 
number or quality of measures adopted by LGUs to support learners from 
marginalized groups, as success measure; and
(7) Assigning qualified professional individuals to assist persons with 
disabilities to be able to adapt and cope while being integrated in the 
education system, with the number of learners with disabilities who re-enroll 
or remain in schools, as success measure.
c) Revitalization of learning in families and communities. - Lifelong learning shall 
not only be confined to educational or business settings, but shall also include 
learning within families and local communities. This learning shall have the 
following activities and corresponding success measures:


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(1) Establishing or recognizing community-based learning spaces and 
providing resources for learning in families and communities, with the 
number of functional community-based infrastructure or spaces dedicated 
to lifelong learning, as success measure; and
(2) Motivating citizens to participate in family and community learning, giving 
special attention to vulnerable and disadvantaged groups, such as indigent 
families, migrants, people with disabilities, minorities and third-age learners, 
(i) with the availability or presence of LGU legislation to support learning in 
families, (ii) percentage of community members participating in community 
learning activities on a regular basis, and (iii) percentage of community 
members engaging in learning activities, as success measures.
d) Facilitation of learning for and in the workplace. - Lifelong learning shall support 
the economic activities and the workforce in the community and related 
environs. The following activities and corresponding success measures shall 
fall under this component:
(1) Ensuring that all members of the workforce have access to a broad array of 
learning opportunities as part of work-to-work transition, with employees’ 
participation rate in job-related education and training, as success measure;
(2) Providing appropriate learning opportunities for unemployed youths and 
adults, with percentage of the unemployed enrolled in various employment 
or entrepreneurship training programs offered in the city or municipality, as 
success measure;
(3) Promoting innovative, transparent, equitable, and sustainable financing 
mechanisms as well as non-financial incentives for workers’ participation in 
training, with mechanisms on skills development between workers and 
employers as a success measure.
e) Extension of the use of modern learning technologies. - Cities or municipalities 
shall enable all citizens to use the information and communication technologies 
(ICT), particularly the internet and in general, all forms of relevant media, for 
learning and self-empowerment. The activities and corresponding success 
measures under this component shall include the following:
(1) Training administrators, teachers and educators to use technologies that 
enhance learning, with the percentage of teachers or educators who have 
received ICT training in the last twelve (12) months, as success measure; 
and
(2) Expanding citizens’ access to ICT tools and learning programs, with the 
number of established ICT tools and learning programs, as well as the 
percentage of users who use ICT on a regular basis for class activities in 
schools and other lifelong learning spaces, as success measures.
f) Enhancement of quality learning. — The following activities and corresponding 
success measures shall fall under this component:
(1) Promoting a paradigm shift from teaching to learning, from the mere 
acquisition of information to the development of creativity and learning skills,


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with the measure of learning acquired assessed in accordance with relevant 
standards, as success measure;
(2) Employing appropriately trained administrators, teachers and educators, 
with the availability of appropriately trained teachers or educators, as 
success measure;
(3) Fostering an environment in which learners have, as far as practicable, 
ownership of their own learning, with ratio of students to teachers in pre­
primary, primary, secondary, and adult and continuing education, as 
success measure; and
(4) Ensuring the relevance of skills training to the needs of business and labor 
market needs, with employment of graduates as a success measure.
For the purpose of this component, education agencies shall likewise provide assessment 
mechanisms, with success measures and performance indicators, in coordination with the 
PQF-NCC.
g) Fostering of a culture of learning throughout life. - The following activities and 
corresponding success measures shall fall under this component:
(1) Organizing and supporting public events that encourage and celebrate 
learning, with the existence of public activities such as adult learning week 
and learning festivals, and use of different modalities to promote and 
celebrate learning, as success measure;
(2) Providing adequate information, career counselling and vocational 
guidance, and support to all citizens, and stimulating them to learn through 
diverse pathways, with the percentage of learners satisfied with the 
provision of information and counselling to learners, as success measure; 
and
(3) Acknowledging the importance of learning in informal and non-formal 
settings and developing systems that recognize and reward all forms of 
learning, with the availability of LGU ordinance and practice of recognizing, 
validating, and accrediting all learning outcomes aligned with the Philippine 
Credit Grant and Transfer Scheme of the Philippines Qualifications 
Framework under Republic Act No. 10968, as success measure.
h) Strengthening of political will and commitment. - Elected officials and 
administrators shall have the primary responsibility of committing political 
resources to realizing the vision of a learning city. The following activities and 
their corresponding success measures shall fall under this component:
(1) Demonstrating strong political leadership and making a steadfast 
commitment to turning LCDs into learning cities or municipalities, with the 
strength and commitment of leadership demonstrated in developing and 
implementing the learning city strategy as evidenced by qualitative 
validation, as success measure;
(2) Developing and implementing well-grounded and participatory strategies for 
promoting lifelong learning for all, through policies and strategies to promote


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lifelong learning adopted by the city or municipal council, as success 
measures; and
(3) Consistent monitoring of progress towards becoming a learning city or 
municipality, with initiatives adopted by the local authorities to monitor 
progress in developing and implementing the learning city or municipality 
strategy, as success measure.
i) 
Improvement of governance and participation of all stakeholders. - All sectors 
of society shall have a key role in learning and education and shall participate 
in building learning cities or municipalities. The activities and corresponding 
success measures under this component shall include the following:
(1) Establishing inter-sectoral coordination mechanisms to involve 
governmental and nongovernmental organizations and the private sector in 
building learning cities or municipalities, with effectiveness to encourage 
stakeholder mobilization and coordination in developing learning cities, as 
success measure:
(2) Encouraging all stakeholders to provide quality learning opportunities and 
to make their own unique contribution to building a learning city or 
municipality, with stakeholders’ commitment, plans and actions to develop 
better and more accessible learning opportunities within their areas of 
responsibility and the existence of partnerships and cooperation between 
the city and the private sectors to support the learning city strategy, as 
success measure;
(3) Strengthening intersectoral coordination mechanisms to involve 
governmental and nongovernmental organizations and the private sector in 
building learning cities or municipalities, with effectiveness to encourage 
stakeholder mobilization and coordination in developing learning cities, as 
success measure; and
(4) Establishing coordination among government and stakeholders in the 
collection, analysis, and dissemination of labor market information, with the 
use of tools and latest technologies, supportive of skills development and 
lifelong learning policies, strategies, programs, as success measure;
(5) Establishing inter-LGU mechanism to support the development and 
implementation of related lifelong learning programs.
j) 
Boosting of resource mobilization and utilization. — The following activities and 
corresponding success measures shall fall under this component:
(1) Encouraging greater financial investment in lifelong learning by national and 
local government units, civil society, private sector organizations and 
individuals, with public expenditure on education and learning as a 
percentage of the total city budget, percentage of public education 
expenditure spent at different levels or types of education, as success 
measure;
(2) Making effective use of the learning resources of all stakeholders and 
developing innovative funding mechanisms to support lifelong learning for


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all, with innovative initiatives of mapping and utilizing human, financial, 
cultural and other resources available to the city to facilitate learning in the 
city, as success measure;
(3) Adopting pro-poor funding policies and providing various types of support to 
disadvantaged groups, with the allocation and effective use of funds to 
support the participation of disadvantaged groups in learning, as success 
measure;
(4) Encouraging citizens to contribute their talents, skills, knowledge and 
experience on a voluntary basis, with the citizens’ contribution to helping 
other citizens, as success measure: and
(5) Encouraging the exchange of ideas, experiences and best practices 
between and among organizations in different cities, with the number of 
international or inter-city partnerships and exchanges with other learning 
cities or municipalities or lifelong learning institutions, as success measure.
The desired success measures for each component shall be reviewed and evaluated 
annually, and amended and modified by the PQF-NCC, as it may deem necessary. For 
each success measure, whether enumerated under this Act, or thereafter amended or 
modified, performance indicators shall be identified by the PQF-NCC.
SEC. 5. Additional Role and Member of PQF-NCC. - The mandate of the Philippine 
Qualifications Framework — National Coordinating Council (PQF-NCC) established by 
virtue of Republic Act No. 10968, otherwise known as the Philippine Qualifications 
Framework (PQF) Act, is further strengthened to assume the powers and functions 
provided under this Act. In addition to the existing composition of the PQF-NCC, the 
Secretary of the Department of the Interior and Local Government (DILG) shall also be a 
member of the PQF-NCC.
All members of the PQF-NCC may designate their respective representatives to the PQF- 
NCC, whose rank shall not be lower than Assistant Secretary or its equivalent.
SEC. 6. Additional Powers and Functions of the PQF-NCC. - In addition to its 
mandate under the PQF Act, the PQF-NCC shall have the following specific powers and 
functions:
a) Formulate, implement, review, and amend the LLDF, including the action 
components and success measures for the effective implementation of this Act,
b) Implement the Philippine Credit Transfer System (PCTS) within and across the 
different levels of education and modalities of delivery and recognition, in 
partnership with lifelong learning institutions, and the Philippine Qualifications 
Register (PhQuar);
c) Formulate a master plan, in consultation with relevant government agencies, 
for the promotion of lifelong learning and the designation of learning cities and 
municipalities, develop guidelines for designation of cities and municipalities, 
and designate a particular city or municipality as a Learning City or Municipality 
based on such guidelines;


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d) Review the master plan and work with the LGUs in the mandatory 
implementation and execution of the masterplan;
e) Include in its annual report to the Office of the President, the Senate of the 
Philippines, and the House of Representatives a report on the progress and 
accomplishments in relation to the LLDF;
f) 
Build the capabilities of the designated learning city/municipality to effectively 
implement and measure the achievements/outcomes of the Master Plan; and
g) Perform such other functions that may be related to the implementation of the 
LLDF.
SEC. 7. Lifelong Learning National Master Plan. - Within six (6) months from the 
effectivity of this Act, the PQF-NCC, with the participation of relevant stakeholders, shall 
draw a national master plan for the promotion of lifelong learning and the designation of 
learning cities or municipalities.
The master plan shall be subject to review every five (5) years, with the participation of 
relevant stakeholders, and shall include the following:
a) Medium and long-term policy objectives and basic direction for lifelong learning 
promotion and the establishment of learning cities or municipalities;
b) Implementation of lifelong learning activities and guidelines for the funding of 
lifelong educational institutions;
c) Investment plans and budgetary requirements for the promotion and expansion 
of lifelong educational institutions and learning cities or municipalities; and
d) Guidelines for the evaluation of lifelong education programs and learning cities 
or municipalities.
The PQF-NCC may consult other relevant government agencies in the formulation of the 
master plan. It shall also work with the LGUs in the mandatory implementation and 
execution of the master plan.
SEC. 8. Designation of Learning Cities or Municipalities. - The PQF-NCC shall 
designate a city or municipality as a Learning City or Learning Municipality based on its 
proven capacity to carry out the component activities and attain the success measures in 
accordance with the provisions of this Act. The PQF-NCC shall also develop guidelines 
in using the action components as provided under this Act to assess if a city or municipality 
may qualify for designation as a learning city or municipality.
A designated Learning City or Municipality shall enjoy additional support and funding for 
the following:
a) Establishment and operation of lifelong educational institutions and community 
learning centers;
b) Cultivation and posting of certified lifelong education teachers;
c) Development of lifelong education programs; and
8


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d) Other projects to be conducted for the promotion of citizens' participation in 
lifelong education.
Additionally, the PQF-NCC shall designate geographically isolated and disadvantaged 
areas that desire to become learning cities and municipalities, which shall likewise receive 
the assistance provided under this Act. The PQF-NCC shall also assist them in the 
attainment of success measures as indicated under this Act or thereafter amended or 
modified.
SEC. 9. Functions of Learning Cities or Municipalities. - Heads of LGUs designated 
as Learning Cities or Municipalities shall guide and support activities for the promotion of 
lifelong learning, whether initiated by the LGU or lifelong educational institutions.
The LGUs designated as Learning Cities or Municipalities shall undertake measures to 
institutionalize the following:
a) Opportunities for counseling, coaching, mentoring, and information-sharing on 
lifelong learning;
b) Operation of lifelong learning programs;
c) Establishment and operation of CLCs to foster the implementation of lifelong 
educational programs and provide all persons, especially the underprivileged, 
access to information and communications technologies for e-learning, 
blended, distance or open learning, and community and enterprise-based 
trainings;
d) Lifelong learning opportunities for residents within their jurisdictions; and
e) Guidance for all lifelong learning activities/programs for stakeholders, including, 
but not limited to, private organizations.
SEC. 10. Support and Subsidy for Lifelong Educational Institutions. - The heads of 
educational institutions offering lifelong learning shall submit an annual report to the 
appropriate government agency which has jurisdiction over them, detailing the programs 
offered, number of attendees, and other relevant data necessary to assess the success 
of the lifelong learning program.
The LGU shall appropriate an amount to ensure and guarantee that lifelong learning in its 
jurisdiction shall be accessible to all residents, including, but not limited to, women, youth, 
indigenous persons, and persons with disabilities.
SEC. 11. Literacy Education Programs. — The LGUs shall endeavor to enhance basic 
capabilities of all Filipinos, by, among others, developing and promoting adult literacy 
programs, which shall be offered in designated schools within the learning cities or 
municipalities. This shall be done in coordination with the Literacy Coordinating Council 
created under Republic Act No. 7165, as amended by Republic Act No. 10122, entitled 
"An Act Strengthening the Literacy Coordinating Council by Amending Republic Act No. 
7165, Otherwise Known as "An Act Creating the Literacy Coordinating Council, pefining 
its Powers and Functions, Appropriating Funds Therefor and for Other Purposes , as well 
as the Bureau of Alternative Education of the Department of Education, created under 
Republic Act No. 11510, entitled “An Act Institutionalizing the Alternative Learning System


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in Basic Education for Out-of-School Children in Special Cases and Adults and 
Appropriating Funds Therefor.”
SEC. 12. Lifelong Learning in Private Enterprises. - Private corporations, institutions, 
workplaces and other similar establishments are encouraged to provide inclusive lifelong 
learning to their employees to ensure that their skills remain relevant and responsive to 
the changes of the world or work. Private enterprises are encouraged to conduct activities 
for the promotion of lifelong learning, and give consideration and/or incentives to 
employees who enroll in graduate studies or in any form of lifelong learning and continuing 
education by allowing revised schedules, alternative work arrangements and adjusted 
workloads without necessarily sacrificing the quality of work. The participation of private 
enterprises in the following areas supportive of lifelong learning shall also be promoted;
a) Providing information to employees regarding current and future skills needed;
b) Updating of skills standards and curriculum responsive to changing needs in 
the labor market;
c) Development of enterprise-based and community-based skills training and 
career guidance mechanisms; and
d) Collaboration through the involvement of all relevant stakeholders to pool 
expertise, resources, and funding towards concrete upskilling and reskilling 
actions.
The employers are also encouraged to provide scholarships and incentives to their 
employees who wish to pursue lifelong learning activities.
SEC. 13. Guidelines. - The following guidelines shall be respected at all times:
a) All citizens shall be guaranteed equal opportunities for lifelong learning;
b) Lifelong learning shall be conducted based on the willingness of the learner to 
voluntarily participate and study accordingly; and
c) Lifelong learning shall not be exploited as a tool for political propaganda or 
personal prejudices.
SEC. 14. Appropriations. - Notwithstanding the provisions of Sections 235 and 272 of 
the Local Government Code of 1991, a portion of the Special Education Fund created 
under the Local Government Code shall be used to fund the objectives of this Act within 
the LGUs’ respective areas of jurisdiction. In addition, the amount necessary for the initial 
implementation of this Act shall be sourced from the current budgets of the concerned 
agencies and/or LGUs. Thereafter, the concerned agencies and LGUs shall include in its 
annual budget such appropriations as may be necessary to subsidize the continued 
operation of the lifelong learning institutions and other related activities.
SEC. 15. Implementing Rules and Regulations. - Within sixty (60) days from the 
effectivity of this Act, the PQF-NCC shall, in coordination with other concerned 
government agencies and civil society organizations, formulate and issue the necessary 
rules and regulations to implement the provisions of this Act.
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SEC. 16. Separability Clause. - If, for any reason, any part or provision of this Act is 
declared invalid or unconstitutional, the remaining parts or provisions not affected shall 
remain in full force and effect.
SEC. 17. Repealing Clause. - The relevant provisions of the PQF Act are hereby 
amended to conform with the provisions of this Act. Section 272 of the Local Government 
Code of 1991 is also amended accordingly pursuant to the provisions of this Act.
All other laws, presidential decrees, executive orders, and rules and regulations contrary 
to or inconsistent with the provisions of this Act are repealed or modified accordingly.
SEC. 19. Effectivity. - This Act shall take effect fifteen (15) days after its publication in 
the Official Gazette or in a newspaper of general circulation.
Approved,
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