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  
TO DEVELOP AND STRENGTHEN THE AGRICULTURAL EDUCATION AND TRAINING IN THE 
COUNTRY THROUGH THE INSTITUTIONALIZATION OF MANPOWER DEVELOPMENT FOR 
AGRICULTURAL ENTREPRENEURSHIP AT THE POST-SECONDARY LEVEL 
EXPLANATORY NOTE 
The Philippines is endowed with vast natural resources. It has fertile and arable lands which makes 
agriculture one of the essential industries in the country. Younger generations, however, are discouraged 
from pursuing careers in agriculture as the sector is characterized by persistent poverty levels—the common 
misconception being: that “farming is a poor person’s job.”  
Formal education is vital in changing this misconception about agricultural careers. The education system 
for the longest time has focused on preparing students for higher education for purposes of employability. 
The problem with this is that not everyone can pursue careers in their fields after graduation. The 
Philippines is an agricultural country and agriculture is among the most important sectors in the country, it 
is only appropriate that the education system highlight the relevance of careers in agriculture. This could 
be done by revisiting the education system’s curriculum and introducing agricultural entrepreneurship 
across the various levels of education.  
It is the responsibility of the State to ensure that agriculture is a viable and attractive career option for the 
younger generations. In this light, this proposed measure aims to complement the Rural Farm Schools Act 
of 2016 which addresses the need for agricultural entrepreneurship programs. This measure shall 
strengthen agricultural education through the establishment of the Agricultural Manpower Education and 
Entrepreneurship System (AMEES) which shall assume a leadership role in the post-secondary, vocational 
or tertiary level of agricultural and entrepreneurship education. With the establishment of the AMEES, 
young Filipinos have the option to specialize in agricultural entrepreneurship at the post-secondary level 
through various programs and training under the ladderized system of agricultural education. 
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 2, 2022
8:00 am
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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  
TO DEVELOP AND STRENGTHEN THE AGRICULTURAL EDUCATION AND TRAINING IN THE 
COUNTRY THROUGH THE INSTITUTIONALIZATION OF MANPOWER DEVELOPMENT FOR 
AGRICULTURAL ENTREPRENEURSHIP AT THE POST-SECONDARY LEVEL 
Be it enacted by the Senate and House of Representatives of the Philippines in Congress assembled: 
SECTION 1. Short Title. – This Act shall be known as the ''Entrepreneurial Agricultural Education Act of 
2022." 
Sec. 2. Declaration of Policy. – It is hereby declared the policy of the State to promote the sustained 
development of a reservoir of national talents consisting of Filipino scientists, entrepreneurs; professionals, 
managers, high-level technical manpower, and skilled workers and craftsmen in all fields. Towards this end, 
manpower education and training in the agricultural sector must be developed and strengthened to provide 
the country with a pool of educated and skilled agricultural manpower equipped with appropriate skills in 
agriculture and business, and desirable work habits and attitudes. 
Sec. 3. Agricultural Manpower Education and Entrepreneurship System. – The State hereby 
establishes the Agricultural Manpower Education and Entrepreneurship System (AMEES) that will assume 
a leadership role in the post-secondary, vocational or tertiary level of agricultural and entrepreneurship 
education, following the completion of the rural farm school's curriculum in the secondary level. 
Sec. 4. Objectives. – This Act primarily aims to develop and strengthen agricultural education and training 
in the country through the institutionalization of manpower development for agricultural entrepreneurship 
at the post-secondary level. It shall have the following specific objectives: 
a.
Encourage the application of manpower development for agricultural entrepreneurship in
agricultural, technical, and vocational education and training by both public and private schools
within the context of existing agricultural training and educational system;
b.
Promote investment in manpower education and training for agriculture entrepreneurship by both
public and private sectors, especially in rural areas;
c.
Enhance the managerial skills and technical competence of students of agriculture by equipping
them with analytical and creative thinking and problem-solving abilities; manipulative competencies
suitable for occupational standards and requirements; values and attitudes with emphasis on work
ethics, quality orientation, discipline, honesty, self-reliance and patriotism; and,
d.
Strengthen training cooperation between agricultural, industrial, and business establishments and
educational institutions by designing and implementing relevant training programs in close
coordination with local government units.
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Sec. 5. Definition of Terms. – For purposes of this Act, the following terms shall mean: 
a. Agricultural Entrepreneurship refers to the process of identifying, starting, and managing a farm 
business or enterprise, sourcing and organizing the required resources, and taking both the risks 
and rewards associated with the venture; 
b. Manpower education and training refers to · the instructional delivery system of agricultural, 
technical, and vocational education and training that combines hands-on and in-school training 
based on a training plan designed and implemented by an accredited manpower education and 
training institution for agricultural entrepreneurship and accredited dual system agricultural, 
industrial and business establishments with prior notice and advice to the local government unit 
concerned; 
c. Trainee refers to a person qualified to undergo the manpower education and training for agriculture 
entrepreneurship; 
d. Farm Business Schools are post-secondary schools where students, who are graduates of the Rural 
Farm Schools or any qualified secondary institution specializing in agriculture, shall be trained on 
agricultural entrepreneurship; 
e. Accredited dual training system educational institution or training center refers to a public or private 
institution duly recognized and authorized by the TESDA in coordination with the agricultural sector, 
business, and industry, to participate in the manpower education and training for agricultural 
entrepreneurship; 
f. 
Accredited dual training system agricultural industrial and business establishment refers to a 
juridical entity duly recognized and authorized by the TESDA to participate in the dual system for 
manpower education and training for agricultural entrepreneurship; and, 
g. Establishments refer to enterprises or services, or both, of agricultural, industrial, or business 
establishments. 
Sec. 6. Institutionalization of the Manpower Education and Training for Agricultural 
Entrepreneurship. – The manpower education and training for agriculture entrepreneurship, hereafter 
the System, shall be institutionalized in the Philippines. It shall form part of the post-secondary education 
curriculum as provided in this Act. 
Sec. 7. Coverage. – This Act shall apply to all public and private educational institutions or training centers, 
and agricultural, industrial, and business establishments duly accredited to participate in the manpower 
education and training for agricultural entrepreneurship. 
Sec. 
8. 
Components 
of 
the 
Manpower 
Education 
and 
Training 
for 
Agricultural 
Entrepreneurship. – The manpower education and training for agricultural entrepreneurship shall have 
the following components: 
1. There shall be a ladderized system of agriculture entrepreneurship education that begins at the 
post-secondary level following the completion of the Rural Farm School curriculum as provided in 
Republic Act No. 10618 (Rural Farm Schools Act of 2013), or upon graduation in any qualified 
secondary institution, and culminates in applicable collegiate courses. The post-secondary program 
shall involve the conferment of a Diploma in Agricultural Entrepreneurship upon graduation of the 
trainee from the Farm Business Schools who shall have the option to continue his studies in partner 
universities for a degree in Bachelor of Science in Entrepreneurial Management, major in Farm 
Business; 
2. There shall be created for each administrative region (excluding the National Capital Region) an 
AMEES Development School or Farm Business School, and such other schools as may be 
established by law; 
3. There shall be an instructional delivery system of agricultural, technical, and vocational education 
and training in each Farm Business School that implements blended learning consisting of hands-
on, in-school, and online modules based on a training plan designed and implemented by an 


accredited manpower education and training institution for agricultural entrepreneurship and 
accredited dual system agricultural, industrial and business establishments with prior notice and 
advice to the local government unit concerned. Under this dual system, said establishments and 
the educational institution share the responsibility of providing the trainee with the best possible 
competencies and experience, the former essentially through practical training, and, when possible, 
remote training, and the latter, by providing an adequate level of specific, general and theoretical 
instruction on agriculture and entrepreneurial management; 
4. The AMEES shall include· instruction on vital values on citizenship, governance, entrepreneurship, 
work ethics, quality orientation, discipline, honesty, and self-reliance; 
5. The partnership between the public, private and voluntary sectors shall be a crucial component of 
the AMEES in both academic content and on-the-job, hands-on, or remote training; and,  
6. The AMEES shall also be promoted among poor farming families and out-of-school youth in rural 
areas and agrarian reform communities. The AMEES shall ensure that poor and deserving youths 
receive the necessary grants and scholarships. 
Sec. 9. Board of Trustees. – There shall be a Board of Trustees, herein referred to as the Board, 
composed of the Secretary of the Department of Agriculture (DA) as ex-officio Chairman, the Chairman of 
the Commission on Higher Education (CHED) as ex-officio Vice Chairman, and the following members: 
1. The Chairman of the Technical Education and Skills Development Authority (TESDA); 
2. The Director of the Bureau of Micro, Small, and Medium Enterprise and Development (BMSMED); 
3. The Director of the DA-Agricultural Training Institute (ATI); 
4. Two (2) Representatives from the private sector representing higher education, industry, 
agriculture, and new and emerging agricultural technologies; and, 
5. Representative from a non-governmental organization. 
The representatives from the private sector and non-government organizations shall be appointed by the 
Chairman, subject to the confirmation of the Board of Trustees. 
The members of the Board shall serve for four years.  
Sec. 10. Powers and Functions of the Board. – The Board shall exercise the following powers and 
functions: 
a. Formulate policies and guidelines for the administration and operation of the AMEES; 
b. Formulate policies on the appointment, promotion, retention, removal, renewal, rewards, and 
incentives for administrators, faculty, and staff; 
c. Craft and approve the AMEES curricula; 
d. Approve the criteria for the selection and admission of students; 
e. Approve the grant of scholarships, stipends, and such allowances for students; 
f. 
Approve the graduation of successful candidates from the various AMEES campuses or farm 
business schools; 
g. Formulate policies and rules of discipline for students, faculty, and staff; 
h. Approve the AMEES budget and appropriate to the ends specified by law such sums as may be 
provided by law for the support of the System; 
i. 
Receive grants whether cash, land, buildings, and improvements thereof; donations, contributions, 
bequest, gifts, and to formulate policies for the administration thereof; 
j. 
Develop policies for the expansion of enrollment in the campuses under the AMEES; 
k. Set policies and criteria to rationalize the establishment of AMEES schools under the System, for 
its evaluation and approval thereof; 
l. 
Prepare strategic plans to enhance the capability of the AMEES in developing human resources 
with a focus on youth with special aptitudes and inclination to agriculture and entrepreneurship; 
m. Identify training centers /institutions that will provide manpower training and education; and, 


n. Perform such other functions as may be necessary to implement the provisions of this Act. 
Sec. 11. Career Management Development Division. – The Career Management Development 
Division (CMDD) of the Agricultural Training Institute (ATI) of the Department of Agriculture (DA) shall 
plan, set standards, coordinate, monitor, and allocate resources in the implementation of the provisions of 
this Act and support them in the plant, on-the-job; or remote training components of the AMEES: Provided, 
That the agricultural and agro-industrial establishment shall be required to furnish the AMEES with the 
necessary information for supervision. 
The CMDD shall be headed by a Division Chief (DC). The DC shall be assisted by such other personnel as 
may be necessary for the effective discharge of the functions of the office. 
Sec. 12. Duties and Functions of the Division Chief. – The DC shall perform the following duties and 
functions: 
1) Coordinate curriculum planning activities for the AMEES; 
2) Coordinate publication of farm business outputs of the teachers, administrators, and students from 
the AMEES; 
3) Provide legal and technical support to the members of the System; 
4) Coordinate exchange programs with other educational institutions both local and foreign, including 
youth development and empowerment organizations such as the 4-H Club; 
5) Develop and coordinate linkages and networking among the campuses of the AMEES with other 
institutions; 
6) Coordinate the implementation of the program for the identification and selection of scholars for 
the AMEES; 
7) Provide for the secretariat services of the Board of Trustees; and, 
8) Perform such other functions as may be deemed necessary· for the effective discharge of the DC's 
duties. 
Sec. 13. Status of Trainee. – Any student who is a bona fide graduate of a Rural Farm School or any 
qualified secondary educational institution shall be eligible to enroll in a· farm business school. For the 
duration of the post-secondary manpower training under the System, the trainee is to be considered not 
an employee of the business/industrial establishment but rather a trainee of both the accredited dual 
training system educational institution and the agricultural, industrial, and business establishments: 
Provided, That the union or the workers of the latter have been duly informed in advance of such an 
agreement. 
A trainee who has completed a training program in a particular agricultural, industrial, or business 
establishment shall be given priority of employment in that agricultural, industrial, or business 
establishment. The CHED shall keep a roll of these successful trainees for purposes of identifying them for 
employment. 
Sec. 14. Obligations of the Accredited Educational Institutions or Training Centers. – The 
educational institutions or training centers that have entered into a memorandum of agreement with 
agricultural, industrial, or business establishments to undertake training shall: 
a. Ensure that the necessary skills and knowledge are imparted to the trainee during his in-school 
training by an approved training plan; 
b. Design, implement and evaluate jointly the training plan with the accredited agricultural, industrial, 
and business establishments; 
c. Provide the training instructors; 
d. Provide specific, general, and occupation-related theoretical instructions; 
e. Appoint industrial coordinators to supervise the in-plant or farm training; 


f. 
Pay the trainee his daily allowance; 
g. Provide tools and equipment necessary for blended learning; and, 
h. Perform such other tasks and activities as may be necessary for the furtherance of the objectives 
of the training. 
Sec. 15. Obligations of Accredited Agricultural Industrial and Business Establishments. – The 
agricultural, industrial, and business establishments shall have the following duties and responsibilities: 
a. Ensure that the necessary skills and knowledge are imparted to the trainee during his hands-on 
training by an approved systematic training plan; 
b. Appoint the training officer/s to implement the training plan; 
c. Make available, free of charge, the consumable materials and basic hand tools and equipment 
necessary for the training; 
d. Allow the trainee to attend training and to take examinations, whether in-school or online; 
e. Require the trainee to keep his report book up to date and inspect such books; 
f. 
Ensure that the trainee is encouraged to develop his personality and that he is protected from 
physical or moral danger; 
g. Entrust to the trainee such jobs as are related to the purpose of his training and are commensurate 
with his capabilities; 
h. Pay to the accredited educational institution/training center the daily allowance of the trainee; 
i. 
Allow the trainee the necessary time off for his in-school training; and, 
j. 
Perform such other obligations by the provisions of this Act and other prevailing laws of the 
Philippines. 
Sec. 16. Obligations of the Trainee. – A trainee shall exert every effort to acquire the skills and 
knowledge necessary for him to achieve the purpose of his training. Towards this end, the trainee shall: 
a. carefully perform the jobs entrusted to him as part of his training; 
b. Take part in training programs for which he has been granted time off under this Act; 
c. Follow the instruction given to him as part of his training by the training officer or any other person 
entitled to give him such instructions; 
d. Observe rules of behavior in the training premises; 
e. Use tools, instruments, machines, and other equipment with due care; 
f. 
Not reveal any business or trade secrets that have come to his knowledge in the course of his 
training; 
g. Keep his record books up to date; and, 
h. Perform such other obligations in the attainment of the objectives of this Act. 
Sec. 17. Memorandum of Agreements. – Before the commencement of any manpower training, a 
memorandum of agreement (MOA) shall be signed by all parties which shall .stipulate the following, among 
others: 
a. the training plan; 
b. the nature and objective of the training; 
c. the commencement and duration of the training period, including the total number of in-plant/farm 
training hours; 
d. the normal daily training hours; 
e. the trainee's allowance and the rate to be applied, which shall not be less than seventy-five (75) 
percent of the applicable minimum daily wage; 
f. 
the rights and obligations of the parties concerned in addition to those provided in Sections 14, 15, 
and 16; 
g. the definition of the status of the trainee according to Section 13 of this Act; 
h. the conditions for the termination of the training agreement; 


i. 
the performance, monitoring, and evaluation system; and, 
j. 
such other essential particulars as would mutually benefit all parties concerned. 
Sec. 18. Loan Programs for the Purchase of Blended Learning Tools and Equipment. – To achieve 
the objectives under Sec. 14 of this Act, concessional loan programs shall be developed by appropriate 
Government Financial Institutions (GFis) for the purchase of blended learning tools and equipment by 
Accredited Educational Institutions or Training Centers, such as computers, laptops, tablets, and other ICT 
devices and equipment necessary to conduct and access related training and learning materials. 
Sec. 19. Incentives for the Trainees. – 
a. Every agricultural, industrial, and business establishment undertaking training, by the provisions of 
this Act, shall sign a life and/or accident insurance policy on the life of the trainee with the insured 
and the spouse, children, or parents of the trainee as the beneficiaries thereof: Provided, That the 
agricultural, industrial and business establishments shall pay for the premiums of said insurance 
policy.  
b. Upon graduation, the students will be provided funding as start-up capital for their farm business. 
Financial services and programs shall be made available to them as stipulated in Republic Act No. 
10000 or the ''The Agri-Agra Reform Credit Act of 2009". Students should be able to avail of loans 
without the need for collateral. A government guarantee fund shall be set aside for this purpose in 
case of a default or failure to pay the debt: Provided, That proof is presented that the student 
suffers from financial hardships and is no longer able to pay his loan.  
c. The government shall also extend incentives to students for the production and propagation of 
organic farm inputs by maximizing their use in all government and government-supported 
agricultural production, research, and demonstration programs, as embodied in Republic Act No. 
10068 or the "Organic Agriculture Act of 2010".  
Sec. 20. Incentives for Participating Establishments. – To encourage agricultural, industrial, and 
business establishments to participate in the system, they shall be allowed to deduct from their taxable 
income the amount of one hundred and fifty percent (150%) of the system expenses paid ·to the accredited 
dual training system educational institution for the establishment's trainees: Provided, That such expenses 
shall not exceed five percent (5%) of their total direct labor expenses but in no case to exceed twenty-five 
million pesos (P25,000,000.00) a year. 
Donations for the operation of the system shall be deductible from the taxable income of the donors. 
Donations to government-run educational institutions shall be awarded incentives under Republic Act No. 
8525 or the "Adopt-a-School Act of 1998". 
The Department of Finance shall issue the necessary rules and regulations to implement the provisions of 
this Section. 
Sec. 21. Non-diminution of Incentives. – Nothing in this Act shall be construed to diminish or reduce 
any privilege already enjoyed by the parties concerned under existing laws, decrees, or executive orders. 
Sec. 22. Other Exemption from Taxes and Duties. – Any donation, contribution, bequest, subsidy, or 
financial aid which may be made for the operation of the system shall constitute an allowable deduction 
from the income of the donors for income tax purposes and shall be exempt from donor's tax, subject to 
such conditions as provided under the National Internal Revenue Code, as amended. Essential equipment 
apparatus and materials imported by accredited dual training private educational institutions shall be 
exempt from taxes and duties: Provided, That the importation of these items shall be subject to the 
following qualifications: 
a) the importation shall be certified by the appropriate authority; 


b) they should be, directly, and exclusively used in connection with the dual training system and any 
unauthorized use shall subject the accredited dual training' private educational institutions to 
payment of taxes and duties thereon; and, 
c) they are not available locally in sufficient quantity of comparable quality, and at 35 reasonable 
prices. 
Provided, however, That taxes and duties · about the importations of accredited government and dual 
training educational institutions are deemed automatically appropriated. 
The Department of Finance (DOF) shall accumulate the necessary rules and regulations to implement the 
provisions of this section. 
Sec. 23. Revolving Fund. – Any law, rule, or regulation to the contrary notwithstanding, the accredited 
dual training system educational institution/training center is hereby authorized to retain as a revolving 
fund the amount paid to it by the agricultural, industrial, and business establishments representing the 
actual dual training expenses. The fund shall be used to improve the operation of the dual training system. 
Sec. 24. Implementing Rules and Regulations. – The CHED, DA, TESDA, and DOF, in coordination 
with other industries concerned, shall issue the necessary rules and regulations for the effective 
implementation of this Act within a period of ninety (90) days after its effectivity. 
Sec. 25. Separability Clause. – If any part or provision of this Act is declared unconstitutional or invalid, 
other parts or provisions thereof which are not affected thereby shall continue to be in full force and effect. 
Sec. 26. Repealing Clause. – All laws, decrees, executive orders, rules, and regulations, or other 
issuances or parts thereof, inconsistent with this Act, are hereby repealed, amended, or modified 
accordingly. 
Sec. 27. Effectivity. – This Act shall take effect fifteen (15) days after its publication in the Official Gazette 
or two (2) newspapers of general circulation. 
Approved,