, 
' 
SENATE OF THE PHILIPPINES 
SIXTEENTH CONGRESS 
First Regular Session 
SENATE OF THE PHILIPPINES 
SB, No. 
2154 
INTRODUCED BY SONNY ANGARA 
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'14 
111\fl -3 P 5 :24 
ItECEIVED HY:-f 
AN ACT STRENGTHENING THE LADDERIZED INTERFACE BETWEEN TECHNICAL-
VOCATIONAL EDUCATION AND TRAINING AND HIGHER EDUCATION 
EXPLANATORY NOTE 
Our country produces around 500,000 fresh college graduates yearly_ However, it is sad 
reality that most of these fresh college graduates experience difficulty in finding jobs in 
accordance with the field of their education. Statistics showed that most of our fresh college 
graduates do not have the skills needed for the available vacancies in the job market. This 
results to "structural unemployment" or the situation where there is a mismatch between the 
actual qualifications and competencies of workers looking for jobs, and the qualifications and 
competencies that industries and companies need for their available job vacancies. 
In view thereof, this measure aims to establish and support a complete and integrated 
system of education that is relevant to the needs of our youth, as well as contributes to national 
development, by strengthening and institutionalizing the ladderized interface between technical-
vocational education and training (TVET) and higher education. 
Under this bill, the CHED and TESDA are mandated to closely coordinate and 
implement a unified national qualifications framework that allows easier transition and 
progression between TVET and higher education. The said agencies shall design harmonized 
guidelines and equivalency courses to enhance the delivery of high-quality tech-voc and higher 
education courses, synchronize standards and upgrade curriculum design and adopt a strategic 
implementation, including consultations and information dissemination. 
To ensure the efficient and effective implementation of the LEP and that the objectives of 
the program are met, a permanent Ladderized Education Program (LEP) National Coordinating 
Technical Committee, composed of CHED and TESDA personnel shall be created. Incentives 
shall likewise be given to HEls and Tech-Voc Institutions to further encourgae wider 
participation in the LEP. 
In view of the foregoing, approval of this bill is earnestly sought. 


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Republic of the Philippines 
SENATE OF THE PHILIPPINES 
Pasay City 
SIXTEENTH CONGRESS 
First Regular Session 
Senate Bill No. ~15 4 
INTRODUCED BY SENATOR SONNY ANGARA 
AN ACT 
'14 
MAR -3 P5 :24 
IU:C.'EIVED BY;-f 
STRENGTHENING THE LADDERIZED INTERFACE BETWEEN TECHNICAL-
VOCATIONAL EDUCATION AND TRAINING AND HIGHER EDUCATION 
Be it enacted by the Senate and House of Representatives of the Philippines in 
Congress Assembled: 
1 
SECTION 1, Short Title, - This Act shall be known as the "Ladderized Education Act 
2 
of 2014," 
3 
4 
SEC, 2, Declaration of Policy, - In line with the Constitutional guarantee for the State 
5 
to promote the right of all citizens to quality and accessible education at all levels and to 
6 
establish, maintain and support a complete, adequate and integrated system of 
7 
education relevant to the needs of the people and contributory to national development, 
8 
it is hereby declared the policy of the State to institutionalize the ladderized interface 
9 
between technical-vocational education and training (TVET) and higher education to 
10 
open the pathways of opportunities for career and educational progression of students 
11 
and workers, create a seamless and borderless education, empower students and 
12 
workers to exercise options or to choose when to enter and exit in the educational 
13 
ladder, and provide job platforms at every exit as well as the opportunity to earn income. 
14 
The State likewise recognizes and supports the promotion and protection of the 
15 
inherent academic freedom enjoyed by all institutions of higher learning. For this 
16 
purpose, the government shall uphold the academic standards, equity principles, 
17 
promptness and consistency of the applications/admissions and equivalency policies of 
18 
higher education institutions (HEls). 
19 
20 
SEC. 3, Definition of Terms, - For purposes of this Act, the following terms are hereby 
21 
defined: 
22 
a. Articulation refers to a process which allows students to make the smooth 
23 
transition from one course, program or educational level 
to the next without 
24 
experiencing duplication of learning. The guiding principle of articulation is that no 
25 
student should repeat the same course content for which credit has already been 
26 
received, even if elsewhere or from another institution, In general, an articulated 


1 
program allows a student to move from a technical-vocational course to a college degree 
2 
program, using the principle of Credit Transfer; 
3 
b. Credit refers to the value given to a course or subject, 
4 
c. Credit Transfer refers to the recognition and carrying forward of credits that constitute 
5 
overlapping learning, from TVET to a degree program; 
6 
d. Embedded Tech-Voc Qualification in a Ladderized Oegree Program refers to the 
7 
process of determining the TVET competencies or qualifications that lead to job platforms in the 
8 
relevant higher education or bachelor's degree program. Full TVET qualification can still be 
9 
earned even if a student of a ladderized degree program chooses to exit from the program and 
10 
get a job; 
11 
e. Equivalency refers to a process that involves assigning equivalent academic credits to 
12 
the competencies demonstrated by a student through assessment tests, thereby providing entry 
13 
points to the next higher level qualification, the purpose of which is to provide opportunities to 
14 
the student to continue to learn and to re-enter the educational program at a higher level without 
15 
having to unnecessarily retake courses on which a student already has demonstrated 
16 
competence and knowledge; 
17 
f. Job Platform refers to the gateway in the ladderized curriculum which one reaches 
18 
upon acquiring enough skills and knowledge to seek and find employment; 
19 
g. Ladderized Education refers to the harmonization of all education and training 
20 
mechanisms that allow students and workers to progress between technical-vocational and 
21 
college courses and programs, or vice-versa. It opens opportunities for career and educational 
22 
advancement to students and workers, creates a seamless and borderless education and 
23 
training system that will allow transfers in terms of flexibility entry and exit between technical-
24 
vocational and college degree programs in the post-secondary school educational system; 
25 
h. Qualification refers to a formal certification that a person has successfully achieved 
26 
specific learning outcomes relevant to the identified academic, industry or community 
27 
requirements; 
28 
i. Recognition of Prior Learning refers to the acknowledgment of a person's skills and 
29 
knowledge through previous training, work or life experience, which may be used to grant status 
30 
or credit for acquired competencies. 
31 
32 
SEC. 4. Philippine Qualifications Framework (PQF). The Commission on Higher Education 
33 
(CHED), Technical Education and Skills Development Authority (TESDA) and the Department of 
34 
Education (DepED) are hereby mandated to closely coordinate and effectively implement a 
35 
unified Philippine Qualifications Framework that establishes equivalency pathways and access 
36 
ramps in ladderized education, allowing for easier transitions and progressions between TVET 
37 
and higher education. The framework shall include qualifications and articulation mechanisms, 
38 
such as, but not necessarily limited to the following: credit transfer, embedded TVET 
39 
qualification in ladderized degree programs, post-TVET bridging programs, enhanced 
40 
equivalency, adoption of ladderized curricula/programs, and accreditation and/or recognition of 
41 
prior learning. 
42 
• 


1 
For this purpose, the CHED, TESDA and DepED shall design harmonized guidelines 
2 
and equivalency competency courses to enhance the delivery of high-quality technical-
3 
vocational and higher education courses, synchronize standards and upgrade curriculum design 
4 
per discipline and adopt a strategic implementation scheme, including a massive consultation 
5 
and information dissemination scheme. In so doing, CHED, TESDA and DepED shall continue 
6 
exploring and developing other mechanisms and systems that will allow the interface between 
7 
TVET and higher education with the end in view of creating a seamless and borderless 
8 
education system. 
9 
10 
SEC. 5. Priority Disciplines. As a 
preliminary approach to the implementation of the 
11 
ladderized program and to ensure its more focused implementation, CHED, TESDA and 
12 
DepED, in consultation with the industry, the Department of Labor and Employment (DOLE), the 
13 
Department of Trade and Industry (DTI), the National Economic and Development Authority 
14 
(NEDA), the Department of Science and Technology (DOST), the Professional Regulation 
15 
Commission (PRC) and other related agencies, are directed to identify priority disciplines and 
16 
programs for ladderization, taking into account labor market realities. The CHED, TESDA and 
17 
DepED shall implement the ladderization of other disciplines, other than those presently being 
18 
implemented, should these be found necessary and beneficial, based on a comprehensive 
19 
study of their viability. 
20 
21 
SEC. 6. Enhancement of the Ladderized Education Program (LEP). - The CHED, TESDA 
22 
and DepED, in consultation with the PRC, are directed to jointly devise systems, procedures, 
23 
and mechanisms, as well as to issue, amend and update existing implementing guidelines, as 
24 
necessary, for the efficient and effective implementation of LEP and to ensure that the 
25 
objectives of the program are met. Incentives may be given to .HEls ancl technical-vocati9nal . 
26 
institutions to further encourage wider participation in the LEP. 
27 
For this purpose, the PQF National Coordinating Committee composed of the CHED, 
28 
TESDA, DepED, DOLE and PRC is hereby established. It shall be chaired by the DepED. 
29 
The CHED, TESDA and DepED shall ensure that there are designated personnel at the 
30 
regional and provincial levels responsible for the implementation, monitoring and evaluation of 
31 
LEP nationwide. 
32 
33 
SEC. 7. Support from Other Government Agencies. 
The PRC, DOLE, DOST, DTI, 
34 
Department of Budget and Management (DBM), NEDA and other related agencies are hereby 
35 
mandated to extend the necessary support and provide relevant inputs towards the effective 
36 
implementation of the ladderized system of education. 
37 
38 
SEC. 8. Scholarships, Grants and Loans. To ensure the effective implementation and greater 
39 
nationwide impact of the program and its accessibility to the students and workers, the CHED, 
40 
TESDA and DepED shall include in their respective budgets the provision of scholarships, 
41 
grants and loans to deserving students and workers availing themselves of the ladderized 
• 
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1 
system of education, in addition to the present scholarship programs being implemented by 
2 
CHED and TESDA. 
3 
SEC. 9. Enabling Clause for HEls. 
To encourage the widest enjoyment of the benefit of 
4 
ladderized education, HEls whose curricula have been recognized by the CHED may avail of 
5 
the ladderization program: Provided, That, the minimum curricular requirements under the 
6 
relevant guidelines of the CHED, TESDA and DepED are complied with and duly certified by 
7 
these agencies prior to the formal offering of the program. 
8 
For this purpose, the HEI shall be required to submit to the PQF National Coordinating 
9 
Committee a copy of the curriculum for the proposed ladderized program for monitoring, 
10 
compliance and for potential objective inputs from the technical experts in the said Committee. 
11 
Failure to submit this requirement shall be subject to administrative sanctions to be imposed by 
12 
the CHED and TESDA, respectively. 
13 
14 
SEC. 10. Academic Freedom. Nothing in this bill shall be construed as restricting the HEI in 
15 
the exercise of its academic freedom. The HEI shall retain the right to assess the level and 
16 
standard of previously completed TVET programs by an applicant-student in a manner that is 
17 
transparent and objective, incorporating therein its own admission requirements. The applicant-
18 
student must gain admission to the HEI's undergraduate program by meeting the prescribed 
19 
criteria and program requisites and such other requirements by the HE!. 
20 
21 
SEC. 11. Appropriations. The amount necessary for the initial implementation of this Act shall 
22 
be sourced from the current budgets and development funds of CHED, TESDA and DepED. 
23 
Thereafter, the funds necessary for the continuous implementation of this Act in the ensuing 
24 
years shall be included in the respective annual appropriations of CHED, TESDA and DepED in 
25 
the General Appropriations Act. 
26 
. 
, 
27 
SEC. 12. Implementing Rules and Regulations. The CHED, TESDA and DepED, in 
28 
conSUltation with relevant stakeholders in higher and technical-vocational education. shall issue 
29 
within sixty (60) days after the effectivity of this Act, the rules and regulations for the effective 
30 
implementation of this Act. 
31 
32 
SEC. 13. Separability Clause. If any provision of this Act or any part thereof shall be declared 
33 
unconstitutional or invalid, the other provisions, as far as they are separable, shall remain in 
34 
force and effect. 
35 
SEC. 14. Repealing Clause. All laws, decrees, orders, rules and regulations or parts thereof 
36 
which are inconsistent with the provisions of this Act are hereby repealed, amended or modified 
37 
accordingly. 
38 
SEC. 15. Effectivity. This Act shall take effect fifteen (15) days after its publication in the 
39 
Official Gazette or in at least two (2) newspapers of general circulation 
Approved, 
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