Republic of the Philippines 
HOUSE OF REPRESENTATIVES 
Quezon City 
NINETEENTH CONGRESS 
First Regular Session 
HOUSE BILL NO. _______ 
Introduced by HON. GUS S. TAMBUNTING 
AN ACT 
ESTABLISHING JOB PLACEMENT OFFICES IN PUBLIC HIGH SCHOOLS TO PROVIDE CAREER 
SERVICES TO THE YOUTH, APPROPRIATING FUNDS THEREFOR, AND FOR OTHER PURPOSES 
EXPLANATORY NOTE 
The transition to adulthood would mean being independent or self-reliant. This phase is crucial in a 
teenager’s life as they need not only quality education but also an avenue that will advise and mentor them 
prior to entering employment. According to the United Nations World Youth Report Summary in 2011, 
young people cited the following concerns regarding youth employment that are very relatable: 1. Academic 
training did not prepare them for employment, 2. Excessive obsession for qualifications and certifications, 
3. Lack of chance to work and job security. Their report also provided that “global youth unemployment
rate, which has long exceeded that of other age groups, saw its largest increase on record in 2009; at its
peak, s75.8 million young people were unemployed. During economic downturns, young people are often
the LAST IN and FIRST OUT – last to be hired, first to be dismissed. The harsh reality of having a mismatch
of education and the demands of the market results to marginalization of the youth.
To resolve the dilemma of rising youth unemployment, this bill creates Trabaho Centers covering all public 
schools that will provide career coaching, training, and assessments that will identify the potentials and 
internal motivations of each high school student. This will lessen and hopefully remove the barriers of 
gender discrimination, indecent work job offers, job skills mismatch. The linkage of public-school students 
to competent employers will be simpler in this Act and may also encourage entrepreneurship of the youth. 
This legislation will also shape our nation to be open to youth employment policies both in the public and 
private sector. Today’s technology already allows us to study a short course online and learn tasks remotely, 
hence, career opportunities must also be fairly available to the high school populace. 
On behalf of the people of Parañaque City’s Second District, and for the common good of the Filipino 
people, the approval of the said measure is earnestly sought. 
REP. GUS S. TAMBUNTING 
2nd District, Parañaque City 
September 22, 2022
5:00 pm
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Republic of the Philippines 
HOUSE OF REPRESENTATIVES 
Quezon City 
NINETEENTH CONGRESS 
First Regular Session 
HOUSE BILL NO. _______ 
Introduced by HON. GUS S. TAMBUNTING 
AN ACT 
ESTABLISHING JOB PLACEMENT OFFICES IN PUBLIC HIGH SCHOOLS TO PROVIDE CAREER 
SERVICES TO THE YOUTH, APPROPRIATING FUNDS THEREFOR, AND FOR OTHER PURPOSES 
Be it enacted by the Senate and the House of Representative of the Philippine in Congress assembled: 
SECTION 1. Short Title. – This Act shall be known as the “Trabaho Center in Schools Act.” 
SEC. 2. Declaration of Policy. – It is the policy of the State to promote full employment and equality of 
employment opportunities for all, and to afford full protection to the youth entering the labor force. In line 
with the current reforms in the education sector, the State recognizes the need to prepare the youth in 
choosing the career tracks that they intend to pursue and to aid in matching senior high school students 
with career opportunities after graduation. 
SEC. 3. Definition of Terms. – For the purpose of this Act the following, terms shall refer to: 
a)
Career Advocacy Activities – series of activities intended to prepare students for productive
career decisions that include but is not limited to career assessment and coaching, trainings
and job-matching.
b)
Career Development Plan – annual career development tool that outlines the intended
outcomes and strategic management of programs/services to collectively achieve the end goals
of the Trabaho Centers.
c)
Labor Market Information (LMI) – any information concerning the size, composition, functions,
problems or opportunities of the labor market or any part thereof, including but not limited to
employment – related intentions or aspirations of the labor market clients.
d)
National Career Assessment Examination (NCAE) – system of assessing or evaluating the
potential or aptitude of each and every high school student to guide their decisions in pursuing
further education or employment.
e)
Skills Registry System (SRS) – An existing system utilized by the Department of Labor and
Employment (DOLE) containing potential applicant and employment information.
SEC. 4. Establishment of Trabaho Centers in Schools. – Job Placement Offices (JPOs), hereinafter 
referred to as “Trabaho Centers”, shall be established in all public high schools. Trabaho Centers shall work 
in coordination with the Provincial, City, or Municipal Public Employment Service Offices (PESOs) and shall 
be supervised by the Trabaho Center Coordinators in Department of Education (DepEd) Division Offices. 
The Trabaho Center coordinators shall encourage partnerships among Educational Institutions (EI), Non-
Government Organizations (NGOs), Industry Associations and Members, and Local Government Units 
(LGUs) in the establishment and management of the Trabaho Centers. In applicable areas, existing JPOs 
in educational institutions shall continue to operate as Trabaho Centers subject to the provisions of this 
Act, including partnering with the private sector of NGOs for an online platform. The Trabaho Centers shall 
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be responsible for preparing the youth in choosing career track for their talents, skills and preferences and 
in matching these to the needs of the current and future lab or market. 
 
SEC. 5. Trabaho Center Career Advocates. – All Trabaho Center shall have at least one (1) Trabaho 
Center Career Advocate with the following functions: 
a) Keep an up-to-date database of job vacancies from employers to facilitate the exchange of labor 
market information between young job seekers and employers by providing employment 
information services specific to Senior High School, both for local and overseas employment; 
b) Provide job linkages and networks to employers in coordination with the provincial, city or municipal 
PESOs; 
c) Develop and administer testing and evaluation instruments for effective job selection, training and 
coaching specific to young jobseekers currently enrolled in educational institutions. Provided, That 
examinations are administered by qualified professionals; 
d) Organize of coordinate career enhancement trainings of seminars for young job seekers, as well 
as those who would like to pursue further education, livelihood or self-employment programs; 
e) Provide career advocacy and coaching, mass motivation and values  development activities 
integrated in career programs specifically designed for Enhanced Basic Education Curriculum 
students; 
f) 
Connect and partner with concerned NGOs to expand opportunities in improving the quality of 
employment facilitation programs offered in their school; 
g) Lead the teachers within their school in the administration of the annual National Career 
Assessment Examination (NCAE) and assist the students in understanding how to use their test 
results as guide in choosing their career tracks; 
h) Prepare and submit to the Trabaho Center Coordinator a school specific annual career development 
plan and budget, including other regular funding sources and budgetary support; and 
i) 
Prepare and submit a quarterly progress report on students assisted and coached to the Trabaho 
Center Coordinator. 
 
SEC. 6. Trabaho Center in Division Offices. – Each DepEd Division Office shall appoint a Trabaho 
Center Coordinator who shall: 
 
a) Coordinate with the LGU, PESO, the Local School Board (LSB), and Parent- Teacher Association 
(PTA) in the creation of the annual key career planning tool for their division, taking into 
consideration track preferences of students in their respective divisions and the industry most 
relevant to their area; 
b) Monitor the planning, implementation and evaluation of career facilitation programs and materials 
of Trabaho Centers in Schools; 
c) Convene Career Advocates from the different Trabaho Centers under their respective divisions for 
the creation of modules or guides contextualized to cover their local industry; 
d) Share best practices among divisions and other Trabaho Centers in the country in a modality that 
would be most efficient to the institution; 
e) Train Career Advocates in the administration of testing and evaluation instruments for effective job 
selection, counseling, career guidance, mass motivation and values development activities to be 
implemented for the career programs. 
f) 
Utilize the DOLE’s Skills Registry System (SRS) to manage the records of transactions in relation to 
career facilitation and relay information to Trabaho Center in Schools; 
g) Consolidate necessary information technology structures and systems to improve the collection, 
processing, analysis, report development and dissemination of youth career preferences and 
existing labor market information; and 
 
SEC. 7. Qualifications of Trabaho Center Career Advocates. – Notwithstanding the provisions of 
Section 27 of Republic Act No. 9258, otherwise known as the “Guidance and Counseling Act of 2004”, 
career and employment advocates, who are not registered and licensed guidance counselors, shall be 


allowed to conduct career advocacy activities for students of the school where they are currently employed: 
Provided, That they undergo training programs related to career advocacy. Career advocates employed 
shall hold a non-teaching position and shall focus on activities for youth employability programs in 
coordination with the DOLE and other relevant agencies and partner institutions, both public and private. 
 
SEC. 8. Higher Education Institutions (HEIs) and Technical Vocational Institutions (TVIs). – 
Higher Education Institutions (HEIs) and Technical Vocational Institutions (TVIs) are encouraged to 
establish Trabaho Centers in their schools to prepare their students in choosing career tracks fit for their 
talents, skills and preferences and in matching these to the needs of the current and future labor market, 
in accordance with the provisions of this Act. 
 
SEC. 9. Information Dissemination. – The Philippine Information Agency, in coordination with the 
DedEd, DOLE and the DILG, shall ensure proper and adequate information dissemination of the contents 
and benefits of the Act to pertinent entities in all provinces, cities, municipalities and barangays. 
 
SEC. 10. Appropriations. – The Amount necessary to implement the provisions of this Act shall be 
charged against the current year’s appropriations of the DepEd. Thereafter, such as may be necessary for 
its continued implementation shall be included in the annual General Appropriations Act. 
 
SEC. 11 Implementing Rules and Regulations. – Within ninety (90) days from the effectivity of this 
Act, the DepEd, in coordination with Department of Labor and Employment (DOLE), Department of Interior 
and Local Government (DILG), Commission on Higher Education (CHEd), Department of Trade and Industry 
(DTI) and Technical Education and Skills Development Authority (TESDA) and other relevant agencies shall 
formulate the necessary rules and regulations to implement the provisions of this Act.  
 
SEC. 12. Separability Clause. – If any provision of this Act is held invalid of unconstitutional, the same 
shall not affect the validity and effectivity of other provisions hereof. 
 
SEC. 13. Repealing Clause. – All laws, decrees, executive order, and rules and regulations contrary to 
or inconsistent with the provisions of this Act are hereby repealed or modified accordingly. 
 
SEC. 14. Effectively. – This Act shall take effect fifteen days from the date of its publication in the Official 
Gazette or in at least two (2) newspapers of general circulation. 
 
Approved,