Republic of the Philippines 
HOUSE OF REPRESENTATIVES 
Quezon City 
NINETEENTH CONGRESS 
Second Regular Session 
HOUSE BILL NO. ____ 
Introduced by HON. LUIS RAYMUND “LRAY” F. VILLAFUERTE, JR. 
EXPLANATORY NOTE 
With the onslaught of the COVID-19 pandemic, the unemployment rate skyrocketed and caused 
a huge concern in the country’s economic development and our workers’ purchasing power. 
Despite the lifting of the national health emergency by President Marcos in July 2023, 
unemployment has remained a concern in our country, especially with the rapid population growth 
and increased labor force participation. 
In fact, from 59.5% labor force participation in 2020, it jumped to 65.1% in April 2023. There are 
an estimated 6.2 million underemployed Filipinos based on the same time frame. Moreover, the 
2020 Census of the Philippine Statistics Authority showed that our country’s population is at over 
108 million and is projected to reach over 115 million in 2025. The proportion of youth not in 
education, employment, or training (NEET) in April 2023 was estimated at 10.3 percent. 
These statistics point to a distinct problem in employment and labor— the smooth transition from 
education to work. Aside from concerns about job generation, it is also imperative for the State to 
address the job-skill mismatch in the country. 
Toward these objectives, this bill proposes to establish a Trabaho Center in every public high 
school and SUC with services for (1) Industry Matching, (2) Career Counseling, and (3) 
Employment Facilitation. Trabaho Centers shall maintain a database of employer contacts, job 
opportunities, and career guidance material to counsel students on lucrative jobs or higher 
education they can apply for upon graduation. Trabaho Centers will also address job-skills 
mismatch through feedback on teaching modules and working closely with TESDA.  
Furthermore, concepts similar to the Trabaho Center are prevalent in other countries, thus 
showing that the job-skills mismatch problem is not endemic to the Philippines. 
In Japan, government-directed career guidance has long been the lynchpin for addressing its 
labor market needs since the 1960s. According to the revised “Government Curriculum Guidelines 
for Career Guidance” (1961), career guidance is integral to Japan’s economic prosperity in the 
post-World War II Era.1 Career guidance in Japan has led career development to adapt to Japan’s 
educational climate. For instance, career guidance is chiefly administered through “extra-
curricular” classroom activities in junior high school and homeroom activities in senior high school 
in a “department-store type” format. Teachers generally deal with students' academic, vocational, 
1 Tsukuda, Naoki, “Career Guidance in Japan,” Country Report, Asian Regional Association for Career Development, (Singapore,
March 2001),   
September 28, 2023
1:05 pm
9367


and school-life problems through classroom management.2 Career Guidance also extends far 
after high school with specific stages of preparation in Japanese Universities.3 Japan has also 
instituted The Japanese Society for the Study of Career Guidance (JSSCG) as the academic 
research body for career guidance in Japan.4 The JSSCG’s research remains instrumental in 
shaping state policy on the labor market.  
In comparison, the United States and Canada favor the “professional type” where trained and 
qualified counselors address the student’s needs individually. Career guidance is performed by 
guidance counselors (66%) and/or homeroom teachers (54%).5 This style of counseling is 
bolstered by the US emphasis on part-time jobs as preparation for full-time work and 
independence. In addition, career guidance work effectiveness in US schools increased 
significantly due to the use of an informational network database (Occupational Information 
Network) abbreviated as O*NET.6 
Russia is another country looking into career guidance as a solution for job-skills mismatch. A 
lack of an effective career guidance system in secondary schools in the Trans-Baikal Territory of 
Russia causes 50% of graduates to leave school with “no specific professional plans.”7 The role 
of school in the choice of profession by students is substantiated in the research by G. Sinoir who 
defined career guidance work as the assistance to adolescents to choose the kind of work 
according to their interests, knowledge, abilities, considering the labor market state. In terms of 
new market relations, the relevance of career guidance increases as it can proceed from the 
asymmetry of the preferred humanitarian or technical education and the industrial areas in need 
of labor. 
Considering these premises, this bill can help address the problems of youth unemployment by 
ensuring that suitable jobs await high school and college graduates. By strengthening the link 
between industries and schools through Trabaho Centers, we could drastically reduce the rate of 
unemployment and underemployment of our fresh graduates. Not only will it help create 
employment opportunities, but it will also serve as a crucial link between the job market and 
graduates to help in addressing our concern on job-skills mismatch and youth unemployment. 
In view of the foregoing, immediate passage of this bill is earnestly sought. 
LUIS RAYMUND “LRAY” F. VILLAFUERTE, JR. 
2 Tatsuno, Ryoji, “Career counseling in Japan: Today and in the future.” Career Development Quarterly, (2002) retrieved from:
http://www.freepatentsonline.com/article/Career-Development-Quarterly/84558585.html 
3 Career guidance is divided into stages: planning, testing, and seminars. In their third year of enrollment, students attend a lecture
giving them an overview in the world of labor, the current employment situation, and properly planning their job-hunting activities. In 
the second stage, students submit registration cards to the job placement department, listen to the senior graduates’ job hunting 
experience, and take aptitude tests. In the first half of the following school year, students attend seminars on the industry and 
business, learn to write a resume and simulate job interviews. After finishing career guidance, students get unofficial assurance of 
employment in the first half of their final school year.  (Tatsuno, Career Counseling, 2002) 
4 Tsukuda, Career Guidance
5 Xiao, J. J., & Newman, B. M., “Career Preparations of High School Students in China, Japan, South Korea, and USA,” Research
Brief. (Kingston, USA: University of Rhode Island, 2014) Retrieved from: 
http://digitalcommons.uri.edu/cgi/viewcontent.cgi?article=1012&context=hdf_facpubs 
6 Kimova, S., Budaeva B., & Dagbaeva S., “On the High School Career Guidance in Secondary Schools in the Trans-Baikal
Territory,” Indian Journal of Science and Technology, Aginskly Institution of Advance Training of Social Sphere Labour of 
Transbaikal krai & Transbaikal State University (Russia, April 2016), Vol. 9 (14), ISSN (Print): 0974-6846 
7 Kimova, S. et. al., High School Career Guidance 


Republic of the Philippines 
HOUSE OF REPRESENTATIVES 
Quezon City 
NINETEENTH CONGRESS 
Second Regular Session 
HOUSE BILL NO. ____ 
Introduced by HON. LUIS RAYMUND “LRAY” F. VILLAFUERTE, JR. 
AN ACT 
ESTABLISHING JOB PLACEMENT OFFICES IN PUBLIC HIGH SCHOOLS TO 
PROVIDE CAREER SERVICES TO THE YOUTH 
Be it enacted by the Senate and the House of Representatives of the Philippines in 
Congress assembled:  
SECTION 1. Short Title. – This Act shall be known as the “Trabaho Center in Schools 
Act”. 
SECTION 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.  
SECTION 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 includes but is not limited to career assessment and 
coaching, training, and job-matching. 
(b)
Career Development Plan – annual career development tool that outlines the
intended outcomes and the strategic management of programs/services to collectively 
achieve the end goals of the Trabaho Centers. 
9367


 
(c) 
Labor Market Information (LMI) – any information concerning the size, 
composition, functions, problems, or opportunities of the labor market or any other 
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 every high school student to guide their decisions 
in pursuing further education or employment.  
 
(e) 
Skill Registry System (SRS) – an existing system utilized by the Department of 
Labor and Employment (DOLE) containing potential applicant and employment 
information. 
 
SECTION 4. Establishment of Trabaho Center 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 
Trabaho Center Coordinators in Department of Education (DepEd) Division offices.  
 
The Trabaho Center Coordinators shall encourage partnerships among Educational 
Institutions (EIs), Non-Government Organizations, 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.  
 
Schools shall explore new and innovative systems to carry out the provisions of this Act, 
including partnering with the private sector of NGOs for an online platform. The Trabaho 
Centers shall be responsible for preparing the youth 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.  
 
SECTION 5.  Trabaho Center Career Advocates. – All Trabaho Centers shall have at 
least on (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 or coordinate career enhancement trainings or 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 for 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.  


 
SECTION 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 Skill Registry System (SRS) to manage the records of 
transactions in relation to career facilitation and relay information to Trabaho Centers 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  
 
(h) 
Provide linkages to training providers needed by the schools in relation to local 
industry.  
 


SECTION 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 at 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 private.  
 
SECTION 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.  
 
SECTION 9. Information Dissemination. – The Philippine Information Agency, in 
coordination with the DepEd, DOLE and the DILG, shall ensure proper and adequate 
information dissemination of the contents and benefits of this Act to pertinent entities in 
all provinces, cities, municipalities and barangays.  
 
SECTION 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 sums as may be necessary for its continued implementation shall be 
included in the annual General Appropriations Act. 
 
SECTION 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.  
 


SECTION 12. Separability Clause. – If any of this Act is held invalid or unconstitutional, 
the same shall not affect the validity and effectivity of other provisions hereof.  
 
SECTION 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.  
 
SECTION 14. Effectivity. – 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,