1
Republic of the Philippines 
HOUSE OF REPRESENTATIVES 
Quezon City, Metro Manila 
EIGHTEENTH CONGRESS 
Second Regular Session 
HOUSE BILL NO. ________ 
Introduced by CIBAC Party-List Representatives 
EDUARDO “BRO. EDDIE” C. VILLANUEVA and DOMINGO C. RIVERA 
AN ACT IMPROVING TEACHER QUALITY AND ESTABLISHING A 
TEACHER EDUCATION FOR ACHIEVERS PROGRAM, 
APPROPRIATING FUNDS THEREFOR, AND FOR OTHER 
PURPOSES 
EXPLANATORY NOTE 
The progress and wealth of the nation are chiefly contingent on the quality 
education of its people. The 1987 Philippine Constitution alludes to this wisdom 
statement in Article II, Section 17, which provides that “the State shall give priority to 
education, science and technology, arts, culture, and sports to foster patriotism and 
nationalism, accelerate social progress, and promote total human liberation and 
development.” 
Article XIV of the 1987 Philippine Constitution emphasizes further that the State 
shall protect and promote the right of all citizens to quality education at all levels and 
shall take appropriate steps to make such education accessible to all. It likewise 
explicitly provides that “the State shall enhance the right of teachers to professional 
advancement” (Art. 14, Sec. 5). Thus, in establishing, maintaining, and supporting the 
complete, adequate and integrated system of education relevant to the needs of the 
people and society, it is essential to elevate the image of the teaching profession by 
encouraging the best and the brightest to teach and attract them to the teaching 
profession.  
May 5, 2021
2:55 pm
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2
Acknowledging that the quality of an education system depends on the quality 
of its teachers,1 let us examine the present quality of our teachers and education 
system. 
The 2019 TIMSS report showed a remarkable decline in scores in Mathematics 
and Science Achievement of Grade 4 students in the Philippines, the lowest among 
the 58 countries involved in the study.2  The SEA-PLM 2019 Main Regional Report 
revealed that only ten percent (10%) of our Grade 5 students met the proficiency 
standards of reading, two percent (2%) in writing, and seventeen percent (17%) in 
mathematics. The same report showed that more than half of our Grade 5 students 
are taught by teachers who got training in the language of instruction from in-service 
training or none at all.  
The OECD 2018 PISA Country Note for the Philippines summarized that 
“fifteen-year-old students in the Philippines scored lower in reading, mathematics, and 
science than those in most countries and economies that participated in PISA 2018. 
xxx No country scored lower than the Philippines and the Dominican Republic. xxx 
Over 80% of students in the Philippines did not reach a minimum level of proficiency 
in reading, which is one of the largest shares of low performers amongst all PISA-
participating countries and economies.” 3 The highest performing Filipino students 
scored only around the OECD average. Consequently, the World Bank recommended 
strengthening the enrollment requirements and providing merit-based scholarships for 
students entering pre-service teacher training institutions.4  
It is reasonable to expect that the effects of the Covid-19 pandemic, which 
continues to plague the world, will aggravate this cycle of underperformance. Under 
the new normal, minimum health standards and protocols require minimal to zero face-
to-face interaction. Moreover, the prevalence of poor content quality in modules and 
distance learning materials continues to surface. This has resulted in a learning crisis. 
According to UNESCO, research has shown that teachers, more than any other 
constituent group in education, determine the educational quality and student 
achievement. “Research studies have shown positive associations between student 
achievement and teachers’ academic skills, level of content knowledge, years of 
experience, 
and 
participation 
in 
content-related 
professional 
development 
opportunities.”5 
The Education Commission of 1991 (EDCOM) reported inadequate teacher 
training as the heart of the problem in our education system. The Commission 
recommended, among others, to strengthen pre-service teacher education. The 
1https://www.mckinsey.com/~/media/mckinsey/industries/public%20and%20social%20sector/our%20insights/how
%20the%20worlds%20best%20performing%20school%20systems%20come%20out%20on%20top/how_the_wor
ld_s_best-performing_school_systems_come_out_on_top.pdf  
2 In the 2019 TIMSS report, the Philippines score decreased by 61 points (from 358 in 2003 to 297) and 83 points 
(from a score of 332 in 2003 to 249) in mathematics and science achievements, respectively. 
3
https://www.oecd.org/pisa/publications/PISA2018_CN_PHL.pdf?fbclid=IwAR35Uhcq2t2Si7zm1aC9vO8gSRSXG
hc-ThSQCQMttGpRrPX5BQWhEBkmVaU  
4 World Bank Group (2020) PISA 2018 Country Report. 
5 http://uis.unesco.org/sites/default/files/documents/teachers-and-educational-quality-monitoring-global-needs-
for-2015-en_0.pdf  


3
EDCOM called for higher admission requirements in teacher education programs, 
which included aptitude and motivation.6  
Among the policies enacted, following the EDCOM, was Republic Act No. 7784, 
“An Act to Strengthen Teacher Education in the Philippines by Establishing Centers of 
Excellence, Creating a Teacher Education Council for the Purpose, Appropriating 
Funds Therefor, and for Other Purposes.” This law provided for a system of incentives, 
including strengthening the education and training of teachers nationwide through a 
national system of excellence for teacher education.  
The underperformance of Filipino students remained and worsened amidst the 
many initiatives granting financial assistance to targeted beneficiaries, such as 
scholarships under (1) Technical Education and Skills Development Authority TESDA, 
the (2) Indigenous Peoples Rights Act, the (3) National Agriculture and Fisheries 
Education System, (4) Agriculture Competitiveness Enhancement Fund Scholarship, 
the (5) Science and Technology Scholarship Act of 1994, the (6) Fast-Tracked 
Scholarship Act of 2013, the (7) Expanded Government Assistance to Students and 
Teachers in Private Education Act, the (8) Student Grants-in-Aid Program for Poverty 
Alleviation of the CHED, and the (9) Department of Social Welfare and Development, 
which shall be harmonized and strengthened under the (10) Unified Student Financial 
Assistance System for Education (UNIFAST) established under Republic Act No. 
10687, as amended by Republic Act No. 10931, among others.  
It is worth noting that none of the above initiatives ever considered producing 
high-quality teachers for the primary and the secondary public education system.  
Attempts to address teacher education and training (Sec. 7, RA 10533), as well 
as hiring of graduates and other specialists in subjects with a shortage of qualified 
applicants (Sec. 8, RA 10533), were incorporated into Republic Act No. 10533 or the 
Enhanced Basic Education Act of 2013. However, the consistent underperformance 
of young Filipino students in international rankings evidences the deep-seated, 
widespread, and pervading neglect of quality teacher education and training.  
The Teacher Education for Achievers (TEACH) Program, which this bill seeks 
to enact, implements the recommendations of the above-mentioned international and 
local studies. It brings incentives to develop high-achiever students as effective 
teachers. The TEACH Program is a merit-based program where applicants have to 
pass competitive examinations in partner schools and the program application. It 
follows a fast-tracked model of teacher education program recruitment. It recruits 
career-shifters to pursue a Certificate in Teaching Program (CTP) and junior-level 
undergraduates to complete teacher education programs.  
As a corollary to this and without prejudice to established laws against 
academic discrimination, the bill also mandates TEIs to set and establish higher-
quality admission and retention standards proper and appropriate to the 
characteristics, dignity, importance, and nobility of the teaching profession.  The TEIs 
must see to it that their admission standards are appropriate to the teacher education 
level and specialization that a prospective student seeks.  
6 Congressional Commission on Education (1991) Making Education Work: An Agenda for Reform 


4
Our teachers have to be prepared academically, socially, and psychologically. 
A proven means to do this is through mentorship, which is at the heart of the TEACH 
Program, where vetted and qualified mentors will guide grantees. The SEAMEO 
Innotech study on Teacher Motivation showed that mentors inspired students to take 
up a similar teaching path.  In turn, when they become teachers, the students have 
more commitment to staying in the teaching profession. 
This crisis in learning is a strong and urgent call for the State to respond and 
address the quality of learning outcomes through policies and practices that have been 
successfully applied in best-performing school systems of other countries where pre-
service and in-service teacher education is prioritized.  
There is a necessity to attract and encourage the best and the brightest to 
pursue a career in teaching.  We need to uplift the image and the social and 
professional position of the teaching profession. We must provide for job placement, 
a well-defined career path, and appropriate remuneration for quality teachers, 
especially in our K-12 public education system. We must accord DepEd with the 
dignity and reputation it deserves, as the government unit responsible for ushering into 
actuality the best potentials of our young people. Let us accord everyone working with 
DepEd the reasonable pride proper to the nobility of the teaching profession. Change 
begins in education, and change always happens now! 
With the permanent utmost urgency of change for the better, support for the 
immediate passage and approval of this timely legislation is earnestly sought. 
HON. EDUARDO “BRO. EDDIE” C. VILLANUEVA 
HON. DOMINGO C. RIVERA 


5
Republic of the Philippines 
HOUSE OF REPRESENTATIVES 
Quezon City, Metro Manila 
EIGHTEENTH CONGRESS 
Second Regular Session 
HOUSE BILL NO. ________ 
Introduced by CIBAC Party-List Representatives 
EDUARDO “BRO. EDDIE” C. VILLANUEVA and DOMINGO C. RIVERA 
AN ACT IMPROVING TEACHER QUALITY AND ESTABLISHING A 
TEACHER EDUCATION FOR ACHIEVERS PROGRAM, 
APPROPRIATING FUNDS THEREFOR, AND FOR OTHER 
PURPOSES 
Be it enacted by the Senate and House of Representatives of the Philippines in 
Congress assembled: 
CHAPTER I 
1 
2 
GENERAL PROVISIONS 
3 
4 
SECTION 1. Short Title. – This Act shall be known as the “Teacher Education for 
5 
Achievers (TEACH) Act of 2021.” 
6 
7 
SEC. 2. Declaration of Policy. – The State recognizes the invaluable role of teachers 
8 
as agents of constructive social, economic, moral, intellectual, cultural, and political 
9 
change in the school and the community within the context of national policies. To this 
10 
end, the State promotes and uplifts the image of the teaching profession as a source 
11 
of national pride. It is likewise declared that in order to protect and promote the right 
12 
of all citizens to quality education at all levels, the State shall prioritize accessible and 
13 
quality teacher education and development, placement, and professionalization.  
14 
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6
 
1 
To implement this, the State shall provide scholarships to qualified applicants to 
2 
enable them to pursue education and training in the areas of teaching and learning 
3 
and to provide incentives for them to be teachers in the K-12 public education system. 
4 
 
5 
 
6 
 
7 
 
8 
 
9 
CHAPTER II 
10 
 
11 
ESTABLISHING THE TEACHER EDUCATION FOR ACHIEVERS PROGRAM 
12 
 
13 
SEC. 3. Establishment of the Teacher Education for Achievers Program. – The 
14 
Teacher Education for Achievers Program (the “TEACH Program”) is hereby 
15 
established. The Program shall provide quality pre-service teacher education to 
16 
deserving students. It shall ensure that future teachers are classroom-ready and 
17 
contributors to improved learning outcomes by providing the best training, full financial 
18 
and psychosocial support, and employment assistance. 
19 
 
20 
SEC. 4. Approved Courses and Priority Programs. – Recipients shall pursue 
21 
priority education degrees or programs in teacher education in the partner Teacher 
22 
Education Institution (“TEI”), as identified and approved by the Department of 
23 
Education (the “DepEd”).  
24 
 
25 
The TEACH Program shall offer three tracks: (1) Undergraduate Level track – for 
26 
incoming first-year education students; (2) Certificate in Teaching Program (CTP) 
27 
track – for those who are graduates of any bachelor’s degree except in Education; and 
28 
(3) Program Shifters track for junior-level undergraduates to complete teacher 
29 
education programs. The recipients may pursue the appropriate degree from any of 
30 
the following: 
31 
(a) Bachelor of Early Childhood Education; 
32 
(b) Bachelor of Special Education; 
33 
(c) Bachelor of Elementary Education; 
34 
(d) Bachelor of Secondary Education (major in any of the following: English, 
35 
Biology, Chemistry, General Science, Mathematics, Physics, Social Studies, 
36 
and Values Education, among others); 
37 
(e) Bachelor of Technical-Vocational Teacher Education 
38 
(f) Bachelor of Science in Chemistry for Teachers; 
39 
(g) Bachelor of Science in Mathematics for Teachers; 
40 
(h) Bachelor of Science in Physics for Teachers; 
41 
(i) Bachelor of Science in Biology for Teachers; 
42 
(j) Certificate in Teaching Program or its equivalent;  
43 
(k) Similar degrees, as may be approved by the DepEd. 
44 
 
45 
SEC. 5. Qualifications. – The minimum qualifications that the applicants must 
46 
possess to apply for the TEACH Program are:  
47 
(a) Must be a Filipino citizen residing in the Philippines; 
48 


 
 
7
(b) Must pass the qualifying examination system, comprised of the selection 
1 
process and the aptitude test for teachers as well as the appropriate 
2 
examination and assessment by the TEI;  
3 
(c) Must have obtained at least 85% general weighted average or its equivalent in 
4 
senior high school or the degree that he or she is currently enrolled in or 
5 
graduated from; 
6 
(d) Must not have service obligations under other programs in conflict with the 
7 
TEACH Program obligations. 
8 
(e) The DepEd shall promulgate and periodically review the qualification criteria of 
9 
applicants for the TEACH Program. 
10 
 
11 
 
12 
CHAPTER III 
13 
 
14 
PROGRAM COMPONENTS, INCENTIVES AND RETURN OF SERVICE  
15 
 
16 
SEC. 6. Key Components of the Program. – The TEACH Program is designed and 
17 
structured to provide holistic support for the grantees, whether it be physical, 
18 
psychosocial, and academic, to help them towards their career as future teachers. 
19 
This includes the following:  
20 
(a) Scholarship package outlined in Section 7 hereof; 
21 
(b) Provision of continuous mentorship and training and development to the 
22 
TEACH Program grantees, based on their actual needs; 
23 
(c)  Teaching position upon passing the Licensure Examination for Teachers; and 
24 
(d) Other incentives outlined in Section 10 hereof.  
25 
 
26 
The DepEd and CHED, through the Teacher Education Council, shall provide 
27 
screening guidelines for highly competent faculty and professionals from the TEIs who 
28 
will qualify and serve as mentors under this Program. 
29 
 
30 
SEC. 7. Scholarship Component of the TEACH Program. – TEACH Program 
31 
grantees shall be eligible to receive the following: 
32 
(a) Tuition and other school fees; 
33 
(b) Allowance for prescribed books, supplies, and equipment; 
34 
(c) Clothing or uniform allowance; 
35 
(d) Transportation allowance or allowance for dormitory or boarding house 
36 
accommodation, whichever is appropriate; 
37 
(e) Financial assistance during practicum;  
38 
(f) Graduation and related miscellaneous fees; 
39 
(g) Relocation allowance, if applicable; 
40 
(h) Professional Teachers board review fees and licensure fees: Provided that the 
41 
support shall only be limited to the first licensure examination of the scholar, 
42 
taken within one (1) year from graduation;  
43 
(i) Annual medical and accident insurance, and related health reimbursements; 
44 
and 
45 
(j) Other education-related miscellaneous subsistence or living allowance. 
46 
 
47 
DepEd shall be responsible for the proper implementation and disbursement of the 
48 
monies arising from this Section.   
49 
 
50 


 
 
8
SEC. 8. Conditions for the Grant of Scholarship. – Scholars accepted to the 
1 
TEACH Program must execute a return service contract, subject to the following:  
2 
(a) Commitment to immediately pursue his or her pre-service teacher education 
3 
program and must finish the entire program within the prescribed time frame 
4 
and subject to the admission and retention policies of the TEI; Provided, that 
5 
the scholar may be allowed, for valid and justifiable reasons, to file for a leave 
6 
of absence for one (1) academic period; 
7 
(b) Commitment to take the Licensure Examination for Teachers one (1) year after 
8 
graduation; 
9 
(c) Commitment to teach full-time in the public basic education system, where the 
10 
public interest requires;  
11 
(d) Commitment to repay the full amount disbursed pursuant to the terms of their 
12 
return service contract if the grantee drops out from the approved degree 
13 
program where the grantee is currently enrolled; and 
14 
(e) Commitment to all the other terms and conditions of the scholarship, as 
15 
provided under this Act and as may be prescribed in the implementing rules 
16 
and regulations. 
17 
 
18 
SEC. 9. Sanctions. – A scholar who has availed of the TEACH Program but fails or 
19 
refuses to comply with the mandatory return service and integration provided under 
20 
this ACT shall be required to pay the full cost of scholarship, including other benefits 
21 
and expenses incurred by reason of participation in the TEACH Program. 
22 
 
23 
SEC. 10. Service Obligations. – As their Return of Service (“ROS”), the TEACH 
24 
Program grantees shall teach full-time in the public primary and secondary education 
25 
system, where the public interest requires, upon passing the Licensure Examination 
26 
for Teachers. The Program scholar’s ROS shall be at least three (3) years for each 
27 
year of the scholarship or a fraction thereof, in a public school primary or secondary 
28 
school, as may be approved by the DepEd; Provided, that the DepEd shall not 
29 
consider practicum teaching as return service under this provision. These service 
30 
obligations may be amended, subject to the service contract, as approved by the 
31 
DepEd. 
32 
 
33 
SEC. 11.  Incentives. – Successful TEACH Program grantees are entitled to the 
34 
following incentives:  
35 
(a) Scholarships in identified TEIs for the approved courses and priority programs 
36 
under Section 4 of this Act;  
37 
(b) Immediate and priority deployment upon eligibility in a public primary, 
38 
secondary, or senior high school according to DepEd standards for deployment 
39 
of teachers, with a starting salary grade equivalent to Teacher III or equivalent; 
40 
(c) Receipt of appropriate salaries and other benefits for services rendered under 
41 
the mandatory job placement as ROS under Section 10 (c) of this Act; and 
42 
(d) A one-time relocation allowance should he/she be assigned in a place other 
43 
than his/her permanent residence. 
44 
(e) Continued teacher education and training through the scholarships granted 
45 
under Republic Act No. 10533 or the “Enhanced Basic Education Act of 2013”. 
46 
  
47 
CHAPTER IV 
48 
 
49 
IMPLEMENTATION 
50 


 
 
9
 
1 
SEC. 12.  Program Recruitment Plan. – The DepEd and CHED, through the Teacher 
2 
Education Council (“TEC”) created under Republic Act No. 7784, shall develop an 
3 
annual implementation plan which will include a thorough teacher demand analysis 
4 
and recruitment campaign to attract incoming undergraduate students, program 
5 
shifters, and graduates of other disciplines to the Program. 
6 
 
7 
SEC. 13. Selection of Eligible Teacher Education Institution. – TEACH Program 
8 
grantees may only complete their approved course/program under Section 4 of this 
9 
Act through eligible partner TEIs. There shall be at least one (1) TEI per region that 
10 
will implement the program. 
11 
 
12 
A public or private TEI may be eligible for partnership/coverage under this Program, 
13 
subject to compliance with any of the following conditions: 
14 
(a) must have its teacher education program accredited as a Center of Excellence 
15 
level, or  
16 
(b) must have its teacher education program accredited as a FAAP Level IV, or 
17 
(c) must have a BLEPT passing rate of at least 75% passing rate in five (5) of the 
18 
last ten (10) BLEPT.  
19 
 
20 
The TEI shall be subject to a service partnership contract that will outline the terms 
21 
and conditions of its coverage under this Program. 
22 
 
23 
SEC. 14. Department of Education (DepEd). – The DepEd shall be the lead 
24 
implementing agency of the provisions of this Act. It shall establish a TEACH Program 
25 
Management Unit that shall be responsible for the evaluation, award-giving, and 
26 
monitoring and evaluation of all scholarship grants and awardees and provide 
27 
continuous mentoring of beneficiaries upon integration into the service; Provided that 
28 
administrative expenses must not exceed five percent (5%) of the total budget per 
29 
year.  
30 
 
31 
DepEd shall ensure hiring qualified graduates under this Program as public-school 
32 
teachers with the incentives outlined under Section 10 of this Act and coordinating the 
33 
same with the Civil Service Commission and the Department of Budget and 
34 
Management.  
35 
 
36 
DepEd shall provide forward estimates of teacher needs for every specialization and 
37 
level to help in mapping out the scholar recruitment plan under Section 11. It shall 
38 
coordinate with its regional offices to ensure regional support and coordination with 
39 
other offices in the implementation of this program; Provided that additional staff shall 
40 
be provided to DepEd regional offices in support of the Program, as necessary. The 
41 
DepEd, through the TEC, shall ensure that the policies for the program are supported 
42 
by relevant stakeholders; and shall ensure the continuous monitoring and evaluation, 
43 
including the impact of hiring of teaching professionals facilitated through Section 8 of 
44 
Republic Act No. 10533 or the “Enhanced Basic Education Act of 2013” and Republic 
45 
Act No. 10612 or the Fast-Tracked S&T Scholarship Act of 2013.  
46 
 
47 
SEC. 15. Commission on Higher Education. – CHED shall lead in setting the 
48 
standards for and validation of the qualifications of partner TEIs and continue to 
49 
monitor the eligibility of the partner TEIs, to ensure the Program’s effective and 
50 


 
 
10
efficient implementation. CHED shall submit the necessary information to DepEd to 
1 
help with the implementation of this Program. It shall continue to improve and uplift the 
2 
quality standards for TEIs and higher education to expand the number of eligible TEIs 
3 
for the TEACH Program.  
4 
 
5 
CHED shall take the lead in coordinating with the Unified Student Financial Assistance 
6 
System for Tertiary Education (UniFAST) Board under Republic Act No. 10931 to 
7 
ensure complementarity and harmonization with this Act.  CHED shall ensure that the 
8 
scholarships for in-service teacher education under Section 11(e) are made available 
9 
to the Program grantees.  
10 
 
11 
SEC. 16. Teacher Education Council. – The TEC will provide multi-stakeholder 
12 
support for the TEACH Program in determining the policy, monitoring, and evaluation 
13 
assistance for the Program. It will lead the creation of a monitoring and evaluation plan 
14 
for the Program, including an impact evaluation study to be initiated in the fifth year of 
15 
the Program and every two years thereafter, including an outcome tracking system for 
16 
the 
scholar-graduates. 
From 
the 
impact 
evaluation 
study, 
it 
will make 
17 
recommendations regarding teacher education policies, planning, and teacher 
18 
education development projects.  
19 
 
20 
SEC. 17. Teacher Education Institutions (TEIs). – Partner TEIs shall help in the 
21 
administration of the Program in their respective schools, subject to the terms and 
22 
conditions of their commitments under Section 13 of this Act.  
23 
 
24 
The partner TEI shall be tasked with the rigorous selection and monitoring of the 
25 
mentors for the Recipients of the Program. It shall ensure pre-service teacher 
26 
education that is innovative and responsive, taking into account student-learning-
27 
centered professional teaching of knowledge and skills for educators who will have a 
28 
strong sense of professionalism, moral character, and with strong respect for diversity, 
29 
and ethnic cultures, concern for society, and international vision.  
30 
 
31 
CHAPTER V 
32 
 
33 
PROVISIONS PROPER TO IMPROVING TEACHER QUALITY 
34 
COROLLARY TO THE TEACHER EDUCATION FOR ACHIEVERS PROGRAM 
35 
 
36 
SEC. 18. Raising Teacher Education Institutions Admission and Retention 
37 
Standards. – Without prejudice to established laws against academic discrimination, 
38 
TEIs are hereby mandated to set and establish higher-quality admission and retention 
39 
standards and/or revise their respective admission and retention standards proper and 
40 
appropriate to the characteristics, dignity, importance, and nobility of the teaching 
41 
profession.  Furthermore, TEIs shall ensure that their admission and retention 
42 
standards are appropriate to the teacher education level and specialization that a 
43 
prospective student seeks. TEIs shall further ensure the global competitiveness of 
44 
their respective admission and retention standards.   
45 
 
46 
SEC. 19. Appropriate Senior High School Teacher Education. – The CHED, in 
47 
coordination with the DepEd and the PRC, is hereby mandated to prepare a separate 
48 
curriculum with the required specializations for Senior High School (SHS) Teachers’ 
49 
Education.  
50 


 
 
11
 
1 
SEC. 20. Appropriate License for Senior High School Teachers. – In congruence 
2 
with the preceding section, the PRC is mandated to release a unique license for SHS 
3 
teachers with proper and appropriate specialization categories and to make the 
4 
necessary adjustments in the administration of the LET. 
5 
 
6 
SEC. 21. Priority in the Hiring of Licensed Senior High School Teachers. –  The 
7 
DepEd shall always give first and top priority for licensed Senior High School teachers 
8 
in hiring SHS teachers. Likewise, DepEd shall give higher priority in training and 
9 
promoting licensed Junior High School (JHS) teachers who already excel in the area 
10 
they teach than training, licensing, and hiring other professionals to teach in the SHS. 
11 
Furthermore, DepEd shall employ high standards for accepting graduates of other 
12 
courses to teach in the SHS to ensure that only the best will be taken in for training, 
13 
licensing, and hiring as SHS teachers.  
14 
 
15 
The training, licensing, and hiring of other professionals in order to teach in the SHS 
16 
must be taken only as a last resort in the absence of all possibilities of training and 
17 
hiring already licensed teachers from the JHS or even the basic education. 
18 
 
19 
CHAPTER VI 
20 
 
21 
MISCELLANEOUS PROVISIONS 
22 
 
23 
SEC. 22. Appropriations. – The amount necessary for the implementation of this Act 
24 
shall be charged against the available appropriations of the Department of Education 
25 
under the current General Appropriations Act. The Secretary of Education shall 
26 
immediately include in the DepEd’s budget the amount necessary for the effective 
27 
implementation of this Act. Thereafter, the amount necessary for its continuous 
28 
implementation shall be included in the Annual General Appropriations.  
29 
 
30 
SEC. 23. Other Sources of Funding. – Other sources of funds such as grants, 
31 
donations, collections, and other forms of assistance from public or private entities, 
32 
whether domestic or foreign, may be tapped and facilitated by the DepEd in relation 
33 
to the implementation of the TEACH Program. 
34 
  
35 
SEC. 24. Review and Monitoring. – The DepEd, through the TEC, shall report to the 
36 
President and Congress after the first five (5) years, and every two (2) years thereafter, 
37 
on the implementation of the provisions of this Act and shall submit recommendations 
38 
for its improvement. All the TEC government agencies are also tasked to monitor the 
39 
implementation of the TEACH Program as well as the actual hiring in public schools 
40 
of the TEACH Program graduates and to undertake such studies and include these in 
41 
their respective annual reports.  
42 
 
43 
SEC. 25. Implementing Rules and Regulations (IRR). – Within one hundred twenty 
44 
(120) days from the effectivity of this Act, the Department of Education through the 
45 
Teacher Education Council, and in consultation with the National Economic 
46 
Development Authority, Commission on Higher Education, Department of Science and 
47 
Technology, Technical Education and Skills Development Authority, Civil Service 
48 
Commission, Department of Budget and Management, and relevant stakeholders 
49 


 
 
12
shall promulgate the necessary rules and regulations for the effective implementation 
1 
of this Act.  
2 
 
3 
The IRR issued pursuant to this section shall take effect fifteen (15) days after its 
4 
publication in the Official Gazette or a newspaper of general circulation. Copies of the 
5 
IRR as published shall be transmitted to the Chairs of the Committees on Basic 
6 
Education and Higher Education in the Senate and the House of Representatives, no 
7 
later than six (6) months after the effectivity of this Act. 
8 
 
9 
SEC. 26. Separability Clause. – If any provision or part of this Act is declared invalid 
10 
or unconstitutional, the remaining provisions or parts not affected shall remain in full 
11 
force and effect. 
12 
 
13 
SEC. 27. Repealing Clause. – All other laws, executive orders, presidential decrees, 
14 
administrative orders, rules and regulations, issuances, or parts thereof inconsistent 
15 
with or contrary to the provisions of this Act are hereby repealed, amended, or modified 
16 
accordingly. 
17 
 
18 
SEC 28. Effectivity. – This Act shall take effect fifteen (15) days after its publication 
19 
in the Official Gazette or any newspaper of general circulation. 
20 
 
21 
Approved, 
22