Republic of the Philippines 
HOUSE OF REPRESENTATIVES 
Quezon City 
EIGHTEENTH CONGRESS 
Third Regular Session 
HOUSE BILL NO. _______ 
Introduced by HON. JOY MYRA S. TAMBUNTING 
EXPLANATORY NOTE 
The underperformance of Filipino students has been a constant subject of policy intiatives in the 
past years. Most of these initiatives are geared towards assisting students by removing financial 
constraints so as to help them focus on their studies. Despite numerous initiatives however, the 
country still performed poorly in the most recent cycles of three cross-national large-scale 
assessments it has participated in namely, the Programme for International Student Assessment 
(PISA) in 2018, Trends in International Mathematics and Science Study (TIMMS) in 2019, and the 
Southeast Asia Primary Learning Metrics (SEA-PLM) in 2019. On all three assessments, Philippines 
ranked at bottom or near the bottom in each learning domain assessed.  As such, there is a need 
to reconsider other variables which may be affecting the quality of education in the country.  
This measure seeks to establish a Teacher Education for Achiever (TEACH) Programs which is a 
merit-based program designed to develop high-achiever students as effective teachers. This is 
anchored upon the idea that educators ultimately determine the quality of education and student 
performance. TEACH is a mentorship program where grantees will be guided by vetted and 
qualified mentors. The program shall also provide grantees financial support inclusive of tuition 
and other school fees, living allowance, even Board review and licensure fees.  
This measure is proposed with the goal of inculcating among future educators a stronger resolve 
to persevere in the profession. Once passed, this measure shall incorporate mentorship and 
establish specialized curriculums for pre-service teacher education in both secondary education 
and tertiary education—ensuring that future teachers are classroom-ready and contributors to 
improved learning outcomes. 
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. JOY MYRA S. TAMBUNTING 
2nd District, Parañaque City 
August 8, 2021
11:51 am
9947


Republic of the Philippines 
HOUSE OF REPRESENTATIVES 
Quezon City 
EIGHTEENTH CONGRESS 
Third Regular Session 
HOUSE BILL NO. _______ 
Introduced by HON. JOY MYRA S. TAMBUNTING 
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 
GENERAL PROVISIONS 
SECTION 1. Short Title. – This Act shall be known as the “Teacher Education for Achievers 
(TEACH) Act”.  
SEC. 2. Declaration of Policy. – The State recognizes the invaluable role of teachers as agents 
of constructive social, economic, moral, intellectual, cultural and political change in the school 
and the community, within the context of national policies. To this end, the State promotes and 
uplifts the image of the teaching profession as a source of national pride. It is likewise declared 
that in order to protect and promote the right of all citizens to quality education at all levels, the 
State shall; prioritize accessible and quality teacher education and development, placement and 
professionalization. To implement this, the State shall provide scholarships to qualified applicants 
to enable them to pursue education and training in the areas of teaching and learning and to 
provide incentives for them to be teachers in the K-12 public education system. 
CHAPTER II 
ESTABLISHING THE TEACHER EDUCATION FOR ACHIEVERS PROGRAM 
SEC. 3. Establishment of the Teacher Education for Achievers Program. – The Teacher 
Education for Achievers Program (the “TEACH Program”) is hereby established. The Program shall 
provide quality pre-service teacher education to deserving students. It shall ensure that future 
teachers are classroom-ready and contributors to improved learning outcomes by providing the 
best training, full financial and psychosocial support, and employment assistance. 
9947


SEC. 4. Approved Courses and Priority Programs. – Recipients shall pursue priority 
education degrees or programs in teacher education in the partner Teacher Education Institution 
(“TEI”), as identified and approved by the Department of Education (the “DepEd”). 
 
The TEACH Program shall offer three tracks: (1) Undergraduate Level track – for incoming first 
year education students; (2) Certificate in Teaching Program (CTP) track for those who are 
graduates of any bachelor’s degree except in Education; and (3) Program Shifters track for junior-
level undergraduates to complete teacher education programs. The recipients may pursue the 
appropriate degree from any of the following: 
 
a) Bachelor of Early Childhood Education; 
b) Bachelor of Special Education; 
c) Bachelor of Elementary Education; 
d) Bachelor of Secondary Education (major in any of the following: English, Biology, 
Chemistry, General Science, Mathematics, Physics, Social Studies and Values Education, 
among others); 
e) Bachelor of Technical-Vocational Teacher Education 
f) Bachelor of Science in Chemistry for Teachers; 
g) Bachelor of Science in Mathematics for Teachers; 
h) Bachelor of Science in Physics for Teachers; 
i) Bachelor of Science in Biology for Teachers; 
j) Certificate in Teaching Program or its equivalent; 
k) Similar degrees, as may be approved by the DepEd. 
 
SEC. 5. Qualifications. – The minimum qualifications that the applicants must 
possess to apply for the TEACH Program are: 
 
a) Must be a Filipino citizen residing in the Philippines; 
b) Must pass the qualifying examination system, comprised of the selection process and the 
aptitude test for teachers as well as the appropriate examination and assessment by the 
TEI; 
c) Must have obtained at least 85% general weighted average or its equivalent in senior high 
school or in the degree that he or she is currently enrolled in or graduated from; 
d) Must not have service obligations under other programs in conflict with the TEACH 
Program obligations. 
e) The DepEd shall promulgate and periodically review the qualification criteria of applicants 
for the TEACH Program. 
 
CHAPTER III 
PROGRAM COMPONENTS, INCENTIVES AND RETURN OF SERVICE 
 
SEC. 6. Key Components of the Program. – The TEACH Program is designed and structured 
to provide holistic support for the grantees, whether it be physical, psychosocial and academic, 
to help them towards their career as future teachers. This includes the following: 
 
a) Scholarship package outlined in Section 7 hereof; 
b) Provision of continuous mentorship and training and development to the TEACH Program 
grantees, based on their actual needs; 


c) Teaching position upon passing the Licensure Examination for Teachers; and 
d) Other incentives outlined in Section 10 hereof. 
 
The DepEd and CHED, through the Teacher Education Council, shall provide screening guidelines 
for highly competent faculty and professionals from the TEIs who will qualify and serve as mentors 
under this Program. 
 
SEC. 7. Scholarship Component of the TEACH Program. – TEACH Program grantees shall 
be eligible to receive the following: 
 
a) Tuition and other school fees; 
b) Allowance for prescribed books, supplies, and equipment; 
c) Clothing or uniform allowance; 
d) Transportation allowance or allowance for dormitory or boarding house accommodation, 
whichever is appropriate; 
e) Financial assistance during practicum; 
f) Graduation and related miscellaneous fees; 
g) Relocation allowance, if applicable; 
h) Professional Teachers board review fees and licensure fees: Provided, that the support 
shall only be limited to the first licensure examination of the scholar, taken within one (1) 
year from graduation; 
i) Annual medical and accident insurance, and related health reimbursements; and 
j) Other education related miscellaneous subsistence or living allowance. 
 
DepEd shall be responsible for the proper implementation and disbursement of the monies arising 
from this Section. 
 
SEC. 8. Conditions for the Grant of Scholarship. – Scholars accepted to the TEACH Program 
must execute a return service contract, subject to the following: 
 
a) Commitment to immediately pursue his or her pre-service teacher education program and 
must finish the entire program within the prescribed time frame and subject to the 
admission and retention policies of the TEI; Provided, that the scholar may be allowed, 
for valid and justifiable reasons, to file for a leave of absence for one (1) academic period; 
b) Commitment to take the Licensure Examination for Teachers one (1) year after 
graduation; 
c) Commitment to teach full-time in the public basic education system, where public interest 
requires; 
d) Commitment to repay the full amount disbursed pursuant to the terms of their return 
service contract, if the grantee drops out from the approved degree program where 
grantee is currently enrolled in; and 
e) Commitment to all the other terms and conditions of the scholarship, as provided under 
this Act and as may be prescribed in the implementing rules and regulations. 
 
SEC. 9. Sanctions. – A scholar who has availed of the TEACH Program but fails or refuses to 
comply with the mandatory return service and integration provided under this ACT shall be 
required to pay the full cost of scholarship including other benefits and expenses incurred by 
reason of participation in the TEACH Program. 


 
SEC. 10. Service Obligations. – As their Return of Service (“ROS”), the TEACH Program 
grantees shall teach full-time in the public primary and secondary education system, where public 
interest requires, upon passing the Licensure Examination for Teachers. The Program scholar’s 
ROS shall be at least three (3) years for each year of the scholarship or a fraction thereof, in a 
public school primary or secondary school, as may be approved by the DepEd; Provided, that the 
DepEd shall not consider practicum teaching as return service under this provision. These service 
obligations may be amended, subject to the service contract, as approved by the DepEd. 
 
SEC. 11. Incentives. – Successful TEACH Program grantees are entitled to the following 
incentives: 
 
a) Scholarships in identified TEIs for the approved courses and priority programs under 
Section 4 of this Act; 
b) Immediate and priority deployment upon eligibility in a public primary, secondary, or 
senior high school according to DepEd standards for deployment of teachers, with a 
starting salary grade equivalent to Teacher III or equivalent; 
c) Receipt of appropriate salaries and other benefits for services rendered under the 
mandatory job placement as ROS under Section 10 (c) of this Act; and 
d) A one-time relocation allowance, should he/she be assigned in a place other than his/her 
permanent residence. 
e) Continued teacher education and training through the scholarships granted under 
Republic Act No. 10533 or the “Enhanced Basic Education Act of 2013”. 
 
CHAPTER IV 
IMPLEMENTATION 
 
SEC. 12. Program Recruitment Plan. – The DepEd and CHED, through the Teacher Education 
Council (“TEC") created under Republic Act No. 7784, shall develop an annual Implementation 
plan which will include a thorough teacher demand analysis and recruitment campaign to attract 
incoming undergraduate students, program shifters and graduates of other disciplines to the 
Program. 
 
SEC. 13. Selection of Eligible Teacher Education Institution. – TEACH Program grantees 
may only complete their approved course/program under Section 4 of this Act through eligible 
partner TEIs. There shall be at least one (1) TEI per region that will implement the program. 
 
A public or private TEI may be eligible for partnership/coverage under this Program, subject to 
compliance with any of the following conditions: 
 
a) must have its teacher education program accredited as a Center of Excellence level, or 
b) must have its teacher education program accredited as a FAAP Level IV, or 
c) must have a SLEPT passing rate of at least 75% passing rate in five (5) of the last ten 
(10) SLEPT. 
 
The TEI shall be subject to a service partnership contract that will outline the terms 
and conditions of its coverage under this Program. 
 


SEC. 14. Department of Education (DepEd). – The DepEd shall be the lead implementing 
agency of the provisions of this Act. It shall establish a TEACH Program Management Unit that 
shall be responsible for the evaluation, award-giving, and monitoring and evaluation of all 
scholarship grants and awardees and provide continuous mentoring of beneficiaries upon 
integration in the service; Provided that, administrative expenses must not exceed five percent 
(5%) of the total budget per year. 
 
DepEd shall ensure hiring of qualified graduates under this Program as public-school teachers 
with the incentives outlined under Section 10 of this Act, and coordinating the same with the Civil 
Service Commission and the Department of Budget and Management. 
 
DepEd shall provide forward estimates of teacher needs for every specialization and level to help 
in mapping out the scholar recruitment plan under Section 11. It shall coordinate with its regional 
offices to ensure regional support and coordination with other offices in the implementation of 
this program; Provided that, additional staff shall be provided to DepEd regional offices in support 
of the Program, as necessary. The DepEd, through the TEC, shall ensure that the policies for the 
program are supported by relevant stakeholders; and shall ensure the continuous monitoring and 
evaluation, including the impact of hiring of teaching professionals facilitated through Section 8 
of Republic Act No. 10533 or the “Enhanced Basic Education Act of 2013” and Republic Act No. 
10612 or the Fast-Tracked S&T Scholarship Act of 2013. 
 
SEC. 15. Commission on Higher Education. – CHED shall lead in setting the standards for 
and validation of the qualifications of partner TEIs and continue to monitor the eligibility of the 
partner TEIs, to ensure the Program’s effective and efficient implementation. CHED shall submit 
the necessary information to DepEd to help with the implementation of this Program. It shall 
continue to improve and uplift the quality standards for TEIs and higher education to expand the 
number of eligible TEIs for the TEACH Program. 
 
CHED shall take the lead in coordinating with the Unified Student Financial Assistance System for 
Tertiary Education (UniFAST) Board under Republic Act No. 10931, to ensure complementarity 
and harmonization with this Act. CHED shall ensure that the scholarships for in-service teacher 
education under Section 11 (e) are made available to the Program grantees. 
 
SEC. 16. Teacher Education Council. – The TEC will provide multi-stakeholder support for the 
TEACH Program in determining the policy, monitoring and evaluation assistance for the Program. 
It will lead the creation of a monitoring and evaluation plan for the Program, including an impact 
evaluation study to be initiated in the fifth year of the Program and every two years thereafter, 
including an outcome tracking system for the scholar-graduates. From the impact evaluation 
study, it will make recommendations regarding teacher education policies, planning and teacher 
education development projects. 
 
SEC. 17. Teacher Education Institutions (TEIs). – Partner TEIs shall help in the 
administration of the Program in their respective schools, subject to the terms and conditions of 
their commitments under Section 13 of this Act. The partner TEI shall be tasked with the rigorous 
selection and monitoring of the mentors for the Recipients of the Program. It shall ensure pre-
service teacher education that is innovative and responsive, taking into account student-learning-
centered professional teaching of knowledge and skills for educators who will have a strong sense 


of professionalism, moral character and with strong respect for diversity, and ethnic cultures, 
concern for society, and international vision. 
 
CHAPTER V 
PROVISIONS PROPER TO IMPROVING TEACHER QUALITY COROLLARY TO THE 
TEACHER EDUCATION FOR ACHIEVERS PROGRAM 
 
SEC. 18. Raising Teacher Education Institutions Admission and Retention Standards. 
– Without prejudice to stablished laws against academic discrimination, TEIs are hereby 
mandated to set and establish higher quality admission and retention standards, and/or revise 
their respective admission and retention standards proper and appropriate to the characteristics, 
dignity, importance, and nobility of the teaching profession. Furthermore, TEIs shall ensure that 
their admission and retention standards are appropriate to the teacher education level and 
specialization that a prospective student seek. TEIs shall ensure further the global 
competitiveness of their respective admission and retention standards. 
 
SEC. 19. Appropriate Senior High School Teacher Education. – The CHED in coordination 
with the DepEd and the PRC is hereby mandated to prepare a separate curriculum with the 
required specializations for Senior High School (SHS) Teachers’ Education. 
 
SEC. 20. Appropriate License for Senior High School Teachers. – In congruence with the 
preceding section, the PRC is mandated to release a unique license for SHS teachers with proper 
and appropriate specialization categories, and to make the necessary adjustments in the 
administration of the LET. 
 
SEC. 21. Priority in the Hiring of Licensed Senior High School Teachers. – The DepEd 
shall always give first and top priority for licensed Senior High School teachers in hiring SHS 
teachers. Likewise, DepEd shall give higher priority in training and promoting licensed Junior High 
School (JHS) teachers who already excel in the area they teach than training, licensing, and hiring 
other professionals to teach in the SHS. 
 
Furthermore, DepEd shall employ high standards for accepting graduate of other courses to teach 
in the SHS to ensure that only the best will be taken in for training, licensing, and hiring as SHS 
teachers. 
 
The training, licensing, and hiring of other professionals in order to teach in the SHS must be 
taken only as a last resort in the absence of all possibilities of training and hiring already licensed 
teachers from the JHS or even the basic education. 
 
CHAPTER VI 
MISCELLANEOUS PROVISIONS 
 
SEC. 22. Appropriations. – The amount necessary for the implementation of this Act shall be 
charged against the available appropriations of the Department of Education, under the current 
General Appropriations Act. The Secretary of Education shall immediately include in the DepEd’s 
budget the amount necessary for the effective implementation of this Act, Thereafter, the amount 
necessary for its continuous implementation shall be included in the Annual General 
Appropriations. 


 
SEC. 23. Other Sources of Funding. – Other sources of funds such as grants, donations, 
collections and other forms of assistance from public or private entities, whether domestic or 
foreign, may be tapped and facilitated by the DepEd in relation to the implementation of the 
TEACH Program. 
 
SEC. 24. Review and Monitoring. – The DepEd, through the TEC, shall report to the President 
and Congress after the first five (5) years, and every two (2) years thereafter, on the 
implementation of the provisions of this Act and shall submit recommendations for its 
improvement. All the TEC government agencies are also tasked to monitor the implementation of 
the TEACH Program as well as the actual hiring in public schools of the TEACH Program graduates, 
and to undertake such studies and include these in their respective annual reports. 
 
SEC. 25. Implementing Rules and Regulations (IRR). – Within one hundred twenty (120) 
days from the effectivity of this Act, the Department of Education through the Teacher Education 
Council, and in consultation with the National Economic Development Authority, Commission on 
Higher Education, Department of Science and Technology, Technical Education and Skills 
Development Authority, Civil Service Commission, Department of Budget and Management, and 
relevant stakeholders shall promulgate the necessary rules and regulations for the effective 
implementation of this Act. 
 
The IRR issued pursuant to this section shall take effect fifteen (15) days after its publication in 
the Official Gazette or a newspaper of general circulation. Copies of the IRR as published shall be 
transmitted to the Chairs of the Committees on Basic Education and Higher Education in the 
Senate and the House of Representatives, no later than six (6) months after the effectivity of this 
Act. 
 
SEC. 26. Separability Clause. – If any provision or part of this Act is declared invalid 
or unconstitutional, the remaining provisions or parts not affected shall remain in full 
force and effect. 
 
SEC. 27. Repealing Clause. – All other laws, executive orders, presidential decrees, 
administrative orders, rules and regulations, issuances, or parts thereof inconsistent with or 
contrary to the provisions of this Act are hereby repealed, amended, or modified accordingly. 
 
SEC 28. Effectivity. – This Act shall take effect fifteen (15) days after its publication in the 
Official Gazette or in any newspaper of general circulation. 
 
Approved,