NINETEENTH CONGRESS OF THE ) 
REPUBLIC OF THE PHILIPPINES ) 
First Regular Session 
)
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23 FEB 20 PI 55
RtiCEIV-D 8V
SENATE
S.B. No. 1902
Introduced by SENATOR IMEE R. MARCOS
AN ACT
ESTABLISHING A TECHNICAL EDUCATION AND SKILLS DEVELOPMENT 
AUTHORITY (TESDA) TRAINING AND ASSESSMENT CENTER IN QUEZON 
CITY, TO BE KNOWN AS THE QUEZON CITY TESDA TRAINING AND
ASSESSMENT CENTER, AND APPROPRIATING FUNDS THEREFOR
EXPLANATORY NOTE
A cornerstone of progress is high-quality education. People can transcend the 
boundaries of oppression and overcome generational poverty when they have access 
to high-quality education. In the context of the Philippine setting, The 1987 Constitution 
provides in Article XIV, Section 1 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. "For this reason, it is the responsibility of the state to 
create, support, and maintain a comprehensive, appropriate, and integrated system of 
education that is in line with the needs of the populace and society.
Pertinent to the current need for our educational authorities to place less focus 
on degree programs and more on the immediate upgrading of skills to meet the urgent 
demands of the business sector, the Constitution provides under Section 2 (5) of the 
same Article that "the State shall encourage non-formal. Informal, and indigenous 
learning systems, as well as self-learning, independent, and out-of-school study 
programs particularly those that respond to community needs... and to provide adult 
citizens, the disabled, and out-of-school youth with training in civics, vocational 
efficiency, and other skills."
Republic Act No. 7796, known as the Technical Education and Skills 
Development Act of 1994 or the TESDA Act of 1994, declares that it is the policy of the 
State to provide relevant, accessible, high quality, and efficient technical education and 
skills development in support of the development of high quality Filipino middle-level 
manpower responsive to and in accordance with Philippine development goals and 
priorities. This Act is envisioned to promote and strengthen the quality of technical 
education and skills development programs to attain international competitiveness.


focus technical education and skills development on meeting the changing demands 
for quality middle-level manpower, encourage critical and creative thinking, recognize 
and encourage the complementary roles of learning institutions in technical education, 
skills development, and training systems, and inculcate desirably values through the 
development of moral character with emphasis on work ethic, self-discipline, self- 
reliance and nationalism.
Quezon City, being labelled as the most populous city in the country, serves as 
a home to 2, 936, 116 residents as reflected upon the data reported by the 
Environmental Management Bureau in 2022.1 Based on the latest data from the United 
Nations World Urbanization Prospects or UNWUP, the population of Quezon City in 2023 
is estimated to reach 3, 238, 343 with a recent annual growth rate of over 2%. Given 
this growth rate and estimated population, the number of residents in Quezon City is 
expected to significantly increase, with projections reaching up to 4 million sometime 
between 2025 and 2030.
The Philippine Statistics Authority reported that as of December 2022, the 
unemployment and underemployment rates in the country eased to 4.3% and 12.6% 
respectively, amounting to 2, 007, 000 unemployed and 5, 599, 000 underemployed 
Filipinos.3 It is also reported that 9% or 3.53 million of the estimated 39.2 Filipinos 
aged 6 to 24 years old were considered to be part of the out-of-school children and 
youth sector. Of that number, 83.1% consist of individuals 16 to 24 years old, 11.2% 
were 12 to 15 years old, and 5.7% were 6 to 11 years old. In Quezon City alone, 6.6% 
of their population comprises the unemployed sector. Data from the Department of 
Labor and Employment showed that over 50, 000 workers in Quezon City actually lost 
their jobs in 2022 for the reason that most of them were furloughed because of the 
economic crises brought about by the pandemic.4
During the Second Congressional Commission on Education (EDCOM II) held 
last July 2022, Senator Sherwin Gatchalian as the Chairperson of the Senate Committee 
on Basic Education, Arts and Culture and co-chair of the Commission, said that the 
government needs to offer specific, focused, and time-bound recommendations to help 
educational institutions deliver accessible, inclusive, and high-quality instruction that 
meets international standards. Furthermore, radical, tangible, and focused reforms to 
raise the Philippines' competitiveness in the global labor and education markets are 
needed.5
httpsV/ncr e'mbgo'v phtAegionalp^fMe/#>:^ext==The%2^Um^t%20populous%20cities%20^n!)%20and%20M,untinlup^20(5oT%2C509). ,hr°U®h
https.//ncr.emb^gov.p^h/reg^or|P Urba/njzation prospects (2023) Quezon city Population 2023, mpi://v/0,Mpopu\aUomeV,ew.com/^floM- 
cilies/guezon-citppopii'aPon^^^^^^^ Authority (PSA). National Quickstat for February 2023. Accessed through 
httpsy'psa.^o^ph/statistk^s/quic^^tatA^ation^al-quickstaValj/^^^^ to Unenrployed Residents." The Philippine Star. Accessed through
https7/www philstar.com/nation/2022/09/02/2206728/quezon-city-provides-ayuda-unemployed-
residents#:-:text=.Data9620from«20theX20Departmen«20of,accordingX20toX20theX20city%20government 
EconomiCs " Business
s 
\/iiipna<; R (?0??) ‘AddressinQ the Philippine Education Crisis Integral Human Development. Human Side Of Economics. Business
World. Accessed5, rli^°i2\ndosS.bworldZNne.con1/opinlon/2022/10/n/4a907/addressing-the-phllipplne-education-criSis-,nt.e^a^
human-development/.


From the aforementioned provisions of the Philippine Constitution, it is essential 
to highlight, emphasize, and prioritize the importance of considering education as an 
instrument of growth, rather than being treated for its utilitarian factor, a tool that will 
equip and enable every Filipino to develop ample knowledge in communication, critical 
thinking, technical skills, and the like.
Hence, the purpose of this bill is to create a TESDA Training and Assessment 
Center in Quezon City to primarily cater to the needs of the constituents of the entire 
city. The establishment of this Center was geared towards the provision of technical 
and vocational skills training and development programs to low-income families, out of 
school children and youth, persons with disabilities, and all other members of various 
sectors.
The ultimate purpose of this bill is to give endless and outpouring opportunities 
to Filipino people, starting with the residents of Quezon City, a chance for a brighter 
future for themselves and their families, for this bill is targeted to the ones who were 
previously thought to be unfit and unable to contribute to society by transforming, 
equipping, and preparing them to be skilled, competent, and globally competitive. 
Through the creation of this center, students will have access to fresh, practical 
knowledge and technical skills that can lead to a subsistence, fostering independence 
and a thriving local and national economy.
In view of aforementioned considerations, the passage of this bill is earnestly sought.
MEE R. MARCOS


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of the rretorp
23 FEB 20 PI 55
NINETEENTH CONGRESS OF THE ) 
REPUBLIC OF THE PHILIPPINES ) 
First Regular Session 
)
SENATE
S.B. No. 1902
RECEIVIO Bv:
Introduced by SENATOR IMEE R. MARCOS
AN ACT
ESTABLISHING A TECHNICAL EDUCATION AND SKILLS DEVELOPMENT 
AUTHORITY (TESDA) TRAINING AND ASSESSMENT CENTER IN QUEZON 
CITY, TO BE KNOWN AS THE QUEZON CITY TESDA TRAINING AND
ASSESSMENT CENTER, AND APPROPRIATING FUNDS THEREFOR
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 "Quezon City 
Technical Education and Skills Development Authority (TESDA) Training and 
Assessment Center Act".
SEC. 2. Estabiishment - There is hereby established a training and assessment 
center, under the supervision of the Technical Education and Skills Development 
Authority (TESDA), to be known as the Quezon City TESDA Training and Assessment 
Center. It shall be located in a highly accessible area in Quezon City, pursuant to the 
purposes of this Act and to the agreement between the TESDA and the concerned 
local government units (LGUs).
SEC. 3. General Mandate. - The Quezon City TESDA Training and Assessment 
Center, hereinafter referred to as the Center, shall primarily provide technical- 
vocational education and training (TVET) programs to students, local residents from 
low-income families, and out-of-school youths, including persons with disabilities and 
indigenous peoples, in the neighboring barangays in Quezon City, and the adjacent 
localities in the National Capital Region (NCR), to help them become productive, self- 
reliant, and globally competitive labor assets.
The Center shall provide effective employment interventions through the 
training programs on relevant skills trade competencies, craftsmanship, and 
entrepreneurship activities that will help hasten the development of the neighboring


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barangays in Quezon City and the adjacent localities in the NCR into human resource 
and productivity hubs.
The Center shall serve as a TESDA-accredited Assessment Center for acquired 
competencies in TVET programs in Quezon City and adjacent cities in the NCR. It shall 
also provide teacher's training and curriculum design assistance to the secondary 
schools offering the technical-vocational livelihood (TVL) track under the K to 12 
Program, in coordination with the Department of Education and the TESDA.
SEC. 4. Training Programs. - The Center shall offer short-term certificate 
courses and modular trainings in preferred technical-vocational skills and trades 
specialization. To this end, the Department of Labor and Employment (DOLE), 
Department of Trade and Industry (DTI), Department of Science and Technology 
(DOST), Department of Agriculture (DA), Department of the Interior and Local 
Government (DILG), National Economic and Development Authority (NEDA), business- 
industry partners, and other relevant agencies and instrumentalities, both local and 
international, shall provide the necessary assistance to enable the Center to develop 
skilled human resources to achieve a robust and inclusive economy in the host area 
and its adjacent localities.
The Center may establish research and technology hubs, technology 
development farms, satellite, or extension training centers, promote mobile training 
programs, and strengthen linkages among the industry partners, the academe, and 
the Center geared towards the acquisition by residents of practical livelihood, 
employable skills, gainful employment, and entrepreneurial capabilities in priority areas 
in Quezon City and adjacent cities in the NCR.
The Center shall offer the following TVET programs with competencies 
assessment leading to National Certification Levels I-III:
(a) Skills training in industrial technology and hard trades such as metal and 
steelwork, machine fabrication and operation, heavy equipment 
operation, automotive mechanic, refrigeration and air conditioning, 
electronics, and operation of power tools and equipment for both 
medium skills grade and industrial purposes;
(b) Agriculture and aquaculture-related trainings and skills development in 
such areas as farming technology, fishing operations technology, 
backyard farming and home-based aquaculture and propagation 
innovations, mechanized farm, fishing tools and equipment operation, 
agribusiness, agri-aqua trade technology and innovations, and relevant 
farmers and fisherfolk's trainings for increased productivity and 
entrepreneurship;


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(c) Livelihood skills development courses for preferred skills employment 
and small-scale entrepreneurship, including practical skills education in 
arts and crafts, workmanship and design, high-speed sewing, 
dressmaking and tailoring, horticulture, livestock raising and breeding, 
food processing technology, home technology, culinary arts and 
commercial cooking, cosmetology, and health and wellness training;
(d) Basic business literacy training in financial management and marketing, 
practical accountancy, bookkeeping and office procedures, business 
processes and application procedures including registration, licensing, 
documentation, business patent and intellectual property regulation, 
business financing and investment opportunities sourcing, import-export 
accreditation, online home-based business operation, social media 
business marketing;
(e) Technical-vocational occupation and trades skills such as carpentry, 
masonry, plumbing, welding, practical electricity and installation, 
automotive servicing, electronics servicing, personal computer servicing, 
and such other relevant practical skills courses;
(f) Computer literacy and information technology-related skills, digital 
' technology, web design, animation, photoshop/online photography,
computer design, and advertising;
(g) Social communication skills development and language proficiency 
courses in English and other languages for business process outsourcing 
(BPO) employment and overseas job placement;
(h) Seminars on personality development, career counselling, job placement, 
and work ethic and values; and
(i) Other preferred skills and trades training that may be needed by the 
people of Quezon City and the other cities in the NCR to enhance their 
capacities for practical livelihood, gainful employment, and 
entrepreneurial activities.
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SEC. 5. Compliance with TESDA Requirements. - The provisions of this Act
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notwithstanding, the Center shall become operational only upon the determination and
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certification by the TESDA, through the issuance of a formal recommendation and
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certificate of compliance, that the Center has satisfactorily complied with the minimum
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standards of quality prescribed by the TESDA governing the following:
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(a) Standard procedures and guidelines for the establishment and
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operation of the Center;
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(b) Operational sustainability of the Center, in terms of licensed faculty-
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trainers and personnel, equipment, training and laboratory facilities,
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instructional materials, and other standard requirements of a Center;


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(c) Sustainable funding source and all allocation of the budgetary 
requirement;
(d) Full alignment of the training programs offered with the minimum 
standards of competency-based quality technical-vocational skills 
technology and the needs of the host area and adjacent communities 
served within the context of the Association of Southeast Asian Nations 
(ASEAN) Integration and the Philippine Qualifications Framework for 
TVET; and
(e) Compliance with such other TESDA conditionalities and standards, as 
may be necessary and applicable in establishing a Center.
SEC. 6. Administration. - The Center shall be headed by a Technical-Vocational 
Administrator under the supervision of the TESDA, who shall render full-time service, 
and be responsible for its administration and operation.
The Technical-Vocational Administrator shall be appointed by the TESDA 
Director General in accordance with the rules and regulations of the Civil Service 
Commission and the qualification requirements for such office.
The Technical-Vocational Administrator shall enter into agreements with locally- 
based private and public a counterpart agencies or instrumentalities and persons, and 
seek such assistance as may be necessary to effectively implement this Act, subject to 
the approval of the TESDA Director General.
SEC. 7. Appropriations. — The Director General of the TESDA shall include in 
the Authority's program the operation of the Center, the funding of which shall be 
included in the annual General Appropriations Act.
The LGUs concerned, in consultation with the TESDA, shall set aside from any 
available local revenue an amount deemed appropriate as annual counterpart fund to 
support the operation of the Center herein established.
SEC. 8. Impiementing Rules and Regulations. - The TESDA shall prepare and 
issue the necessary rules and regulations for the effective implementation of this Act, 
in coordination with the DOLE, DTI, DOST, DA, DBM, DILG, NEDA, the concerned 
LGUs, and such other relevant agencies and industry-business partners of the host 
locality, within ninety (90) days after the approval of this Act.
SEC. 9. Separability Clause. - If, for any reason, any section or provision of this 
Act is declared unconstitutional or invalid, other sections or provisions which are not 
affected thereby shall continue to be in full force and effect.


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Sec. 10. Repealing Clause. - Any law, presidential decree or issuance, executive 
order, letter of instruction, administrative order, proclamation, charter, rule or 
regulation and/or parts thereof contrary to or inconsistent with the provisions of this 
Act is hereby repealed, modified or amended accordingly.
SEC. 11. Effectivity Clause. - This Act shall take effect fifteen (15) days following 
its publication in the Official Gazette or in two (2) newspapers of general circulation.
Approved,