1 
Republic of the Philippines 
HOUSE OF REPRESENTATIVES 
Quezon City 
NINETEENTH CONGRESS 
First Regular Session 
HOUSE BILL NO. _______ 
Introduced by REP. JOSE FRANCISCO “KIKO” B. BENITEZ, Ph.D. 
EXPLANATORY NOTE 
The COVID-19 pandemic has led to a significant loss of human lives and caused tremendous 
economic and social disruption worldwide. It has posed an unprecedented challenge to public 
health, food and education systems, livelihood and productivity, and social protection 
programs, among other areas of government.  
In the Philippines, the necessity of nationwide lockdowns, stringent community quarantines, 
and social distancing protocols to prevent the spread of the virus and contain the same; impeded 
physical travel and adversely impacted business operations, ultimately leading to closure of 
businesses and millions of unemployed Filipinos.  In 2020, unemployment rate rose to 10.3 
percent, accounting for 4.5 million unemployed Filipinos in the labor force whose skillsets can 
be utilized and maximized, given suitable training development and employment 
opportunities.1 Wholesale and retail trade was most affected during the pandemic while 
temporary closures were most widespread among smaller enterprises.2 Poor and vulnerable 
families were disproportionately affected from the reduction in loss of jobs, constrained 
mobility, and access to basic food and health services. 
Digitalization or technological transformations compound the challenges caused by the 
pandemic especially in the labor market.  According to the International Labor Organization, 
an estimated “7.2 million workers are exposed to a double-tiered risk of job disruption due to 
digitalization and COVID-19.”3 Occupations most susceptible to the risks of digitalization are 
those classified under “machine terrain” (e.g. manufacturing, and transportation and storage, 
electrical and electronic equipment assemblers, etc.); and “collapsing” sectors (e.g. 
accommodation and food services, and arts, entertainment and recreation industries, etc.).  In 
the last few years, non-routine cognitive occupations and/or jobs automation has been gaining 
momentum while that of routine occupations has been steadily decreasing.4 This reveals an 
impending loss of jobs and skills shortage with the shift of demand for higher-order and 
cognitive skills continues to unfold.  As a result, while the demand for higher-order and 
1 Philippine  Statistics  Office.  2021.  2020  Annual  Preliminary  Estimates  of  Labor  Force  Survey  (LFS).  
https://psa.gov.ph/content/2020-­annual-­preliminary-­estimates-­labor-­force-­survey-­lfs    
2  
Asian  
Development  
Bank.  
2020.  
The  
Covid-­19  
impact  
on  
Philippine  
business.  
https://www.adb.org/sites/default/files/publication/622161/covid-­19-­impact-­philippine-­business-­
enterprise-­survey.pdf    
3   International   Labor   Organization.   2020.   COVID-­19   labour   market   impact   in   the   Philippines:  
Assessment   and   national   policy   responses.   https://www.ilo.org/wcmsp5/groups/public/-­-­-­asia/-­-­-­ro-­
bangkok/-­-­-­ilo-­manila/documents/publication/wcms_762209.pdf    
4  International  Labor  Organization.  2020.  The  Future  of  Work  in  the  Philippines:  Assessing  the  impact  
of   technological   changes   on   occupations   and   sectors.   https://www.ilo.org/wcmsp5/groups/public/-­-­-­
asia/-­-­-­ro-­bangkok/-­-­-­ilo-­manila/documents/publication/wcms_762207.pdf    
July 6, 2022
5:04 pm
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cognitive skills will continue increasing, jobs that depended on lower-skilled labor across 
multiple industries will be wiped out. 
The program will be synergistic with the National Employment Recovery Strategy (NERS) 
2021-2023, in the medium term, as it focuses on policy responses regarding the effects of the 
COVID-19 pandemic to the labor market and the rapid industry transformation through 
Industry 4.0. It shares the objectives for the program, such as: improved access of employment 
generation with livelihood and training opportunities, improvement of employability, wellness 
and productivity of workers in a changing environment, and support to existing and emerging 
businesses5. 
Notably, the disruptions caused by the pandemic, opens up other avenues for government, 
schools and enterprises to adopt alternative approaches to cope and ensure continuity of service 
delivery and operations. Flexible and blended working arrangements, distance learning, and 
online delivery platforms all highlighted the significance of digitization in this agile 
environment. In this light, digitization and innovation must be harnessed to bring optimal value 
for government and its citizens, and businesses and employees alike; and likewise ensure 
equitable access for all.   
Section 3, Article XIII of the 1987 Philippine Constitution provides that the State shall afford 
full protection to labor and promote full employment and equality of employment opportunities 
for all. Republic Act No. 11293 or the Philippine Innovation Act places innovation as the crux 
of national development policies and sustainable economic growth. It underpins that 
digitization and innovation can be harnessed to opportunities for government and its citizens, 
and businesses and employees; and ultimately, ensure inclusivity development.  More so, the 
law endeavors to institutionalize support and linkages in the areas of education, training, 
research and development towards promoting innovation and digitization. However, the law 
lacks the impetus to strengthen the role of education in the accelerating innovation and 
sociocultural transformation as well as supporting labor market transitions in the face of the 
Fourth Industrial Revolution or Industry 4.0. Skills training and competency-based 
development are at the forefront of driving competitiveness and promoting economic growth 
in the midst of globalization and technological innovations.  
The Jobs Next Bill seeks to encourage and incentivize worker upskilling and reskilling to 
stimulate innovation literacy; and support the labor force to adopt to technologies that have the 
potential to disrupt jobs. It aims to seamlessly integrate global skills trend with domestic 
industries’ skills through profound and innovative transformation in high-quality training and 
skills development. It is necessary to harmonize policies and plans from different government 
agencies, and integrate industry needs and support to create a comprehensive and versatile 
roadmap that can be scaled at a nationwide level.  
Skills development is a prerequisite to a transition to a green and sustainable economic growth. 
As such, “improving the quality, skills development employability and sustainable 
livelihoods”6 will be required to augment skills gap for green jobs across sectors. The Jobs 
Next bill will also forge the synergy of skills development required for green jobs, strategies, 
5  Joint  Memorandum  Circular  No.  001-­2021:  Constituting  the  Inter-­Agency  Task  Force  on  the  National  
Employment  Recovery  Strategy  2021-­2023  
6  Asian  Development  Bank.  2018.  Education  and  skills  for  inclusive  growth,  green  jobs  and  the  greening  
of  economies  in  Asia.  https://www.adb.org/sites/default/files/publication/385041/education-­skills-­green-­
jobs.pdf  


3 
plans with the incentives provided for business enterprises to create and sustain green jobs 
under the Republic Act No. 10771 or the Philippine Green Jobs Act of 2016.  
As the country slowly pivots to recovery measures, this presents a window of opportunity to 
rethink how economies and businesses will react and adapt7 to the ‘new normal.’ It is an 
opportunity to build and shift to resilient and sustainable economic and business reforms that 
will maximize the realities of an uncertain environment.  
The timing cannot be better for the Jobs Next bill:  to ride on the change ushered in by the 
momentum, and channel that to pave the way for the Philippines to thrive in the fourth 
industrial revolution. To this end, support for the immediate passage and approval of this timely 
legislation is earnestly sought. 
JOSE FRANCISCO “KIKO” B. BENITEZ 
7   Deloitte   Center   for   Government   Insights.   2020.   Transforming   government   post-­COVID-­19:   How  
flipping  
orthodoxies  
can  
reinvent  
government  
operating  
models.  
https://www2.deloitte.com/au/en/pages/public-­sector/articles/transforming-­government-­post-­covid-­
19.html


4 
Republic of the Philippines 
HOUSE OF REPRESENTATIVES 
Quezon City 
NINETEENTH CONGRESS 
First Regular Session 
HOUSE BILL NO. _______ 
Introduced by REP. JOSE FRANCISCO “KIKO” B. BENITEZ, Ph.D. 
AN ACT  
JUMPSTARTING OPPORTUNITIES FOR BUSINESSES AND 
ENSURING EMPLOYABILITY OF THE PHILIPPINE WORKFORCE THROUGH 
EXPANDED COMPETENCY-BASED LEARNING AND SKILLS TRAINING, 
TO DRIVE INCLUSIVE DEVELOPMENT AND SUSTAINABLE GROWTH, AND 
ESTABLISHING FOR THIS PURPOSE A NATIONAL FUTURE SKILLS COUNCIL, 
AND APPROPRIATING FUNDS THEREFOR 
Be it enacted by the Senate and the House of Representatives of the Philippines in Congress 
assembled: 
CHAPTER I 
GENERAL PROVISIONS 
SECTION 1. Short Title. – This Act shall be known as the “Jobs Next Act of 2021.” 
SEC. 2. Declaration of Policy. – The State affirms labor as a primary social economic 
force and commits to worker protection and promotion of their welfare. It is hereby declared 
the policy of the State to safeguard the rights and welfare of the Philippine workforce by 
fostering innovation in skills training and competency-based professional development, in the 
midst of global trends and technological innovations.  
Pursuant to Section 2 of the Philippine Innovation Act of 2019, the State shall strengthen its 
support to innovation as a vital component in workforce development, particularly in 
developing a robust pool of skilled, talented and creative people. To this end, an ecosystem of 
education institutions, businesses, private organizations, government agencies, and local 
government units is key to the development of a comprehensive program that will stimulate 
and incentivize innovation literacy and inclusive skills development and opportunities among 
Filipino workforce and entrepreneurs, including women and the youth, and businesses alike. 
It is likewise the declared policy of the State that labor is vital in promoting sustainable 
development. Pursuant to Section 2 of the Philippine Green Jobs Act of 2016, the State shall 
identify needed skills, develop training programs, and train and certify workers for jobs in a 
range of industries that produce goods and render services for the benefit of the environment, 
conserve natural resources for the future generation, and ensure the sustainable development 
of the country and its transition into a green economy. The green skills for sustainable growth 
are significant and can only be realized with innovation and transformation in workforce 
development.
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SEC.  3. Objectives. – The objective of this Act is to institutionalize a coherent, 
integrated and holistic system of technical skills and competency-based development that will 
harness and strengthen innovation and competitiveness of at least 10 percent of the total 
Philippine workforce every 5 years and promote inclusive opportunities and sustainable 
growth, amidst effects of technological innovations and other external disruptions. The specific 
objectives of this Act are as follows: 
 
a)   To equip the Philippine workforce with technical skills and competencies that will be 
relevant in the Fourth Industrial Revolution; 
b)   To professionalize and promote a culture of innovation in skills and competency-based 
development training offered for the Philippine workforce; 
c)   To improve access and strengthen linkage of employment opportunities with skills 
training and workforce development; 
d)   To encourage continuous upskilling and reskilling of the Philippine workforce and 
entrepreneurs to gain competencies and support career transition in existing and 
emergent jobs; 
e)   To encourage private sector recognition and participation in career development based 
on technical skills and competency development; 
f)   To ensure inclusivity in the governance of future skills training, particularly for 
disadvantaged and vulnerable groups women, older persons, persons with disabilities, 
indigenous peoples; 
g)   To ensure alignment, effective coordination and elimination of fragmentation of 
innovation programs and policies, at all levels; and 
h)   To enhance the competitiveness and resiliency of the Philippine workforce, jobs, 
industries and sectors affected by technological and other external innovations and 
disruptions. 
 
SEC. 4. Definition of Terms.  – For purposes of this Act, the following terms are hereby 
defined as follows: 
 
(a)  Absentee payroll funding is a grant to help employers defray the manpower costs 
incurred when they send their employees for certifiable skills training during working 
hours. 
 
(b)  Cognitive and meta-cognitive skills8 includes critical thinking, creative thinking, 
learning-to-learn and self-regulation. 
 
(c)  Critical core skills9 or soft skills are broadly defined as a set of observable transferable 
behaviors that can be applied across sectors, functional areas and job roles under the 
clusters of critical thinking, workplace interaction, and staying relevant10. 
                                               
8  https://www.oecd.org/education/2030-­project/teaching-­and  learning/learning/skills/  
Skills_for_2030_concept_  note.pdf    
United  Nations  Educational,  Scientific  and  Cultural  Organization.  2018.  Digital  skills  critical  for  jobs  
and  social  inclusion.  https://en.unesco.org/news/digital-­skills-­critical-­jobs-­and-­social-­
inclusion#:~:text=Digital%20skills%20are%20defined%20as,to%20access%20and%20manage%20inf
ormation.  
9  Skills  Future  Singapore.  n.d.  Critical  core  skills.  https://www.skillsfuture.gov.sg/skills-­
framework/criticalcoreskills  
10  Skills  Future  Singapore.  n.d.  Critical  core  skills  –  what  they  are  and  why  they  matter.  
https://www.myskillsfuture.gov.sg/content/portal/en/career-­resources/career-­resources/education-­
career-­personal-­development/Critical_Core_Skills_What_They_Are_And_Why_They_Matter.html 


6 
 
 
(d)  Digital11 or technological literacy refers to the skills and ability to access, evaluate, 
integrate, create and communicate information through writing and other media on 
various digital technologies such as internet platforms, social media, and mobile 
devices, etc. towards enhancing the learning process through problem-solving and 
critical thinking. 
 
(e)  Displacement effect12 refers to jobs lost due to the automation of tasks through the 
application of 4IR technology. 
 
(f)   Emerging jobs or occupations refers to jobs that form, whether totally new or an 
evolution of existing job, because of changes in production technologies, innovations, 
market conditions, regulations, and so forth. Emerging jobs may not be most prevalent 
at the time of observation, but they exhibit a pace of growth within a period of time.   
 
(g)  Fourth Industrial Revolution (4IR) or Industry 4.013 refers to a range of technologies, 
including artificial intelligence, big data, internet of things, cloud computing, quantum 
computing, robotics, genetic engineering, among others that impact the workplace, and 
can be applied across all sectors that combine the physical, digital and biological 
worlds. 
 
(h)  Future Skills refers to essential employability skills14 that are relevant to jobs in the 
Fourth Industrial Revolution, which pertain to: critical core and technical skills and 
competencies15 of cognitive and meta-cognitive skills; practical and physical skills; 
social and emotional skills. 
 
(i)   Generic skills and competencies16 or employability skills17 are key, common, and basic 
transferable skills across job roles that enable individuals to be employable and 
employed, help every individual adapt to new job demand, and facilitate their career 
mobility. 
 
(j)   Inclusive Innovation Industrial Strategy (i3S)18 refer to a strategy implemented by the 
Department of Trade and Industry which aims to grow innovative and globally 
competitive manufacturing, agriculture and services industries, while strengthening 
their linkages between domestic and global value chains with innovation at the core of 
                                               
11  United  Nations  Educational,  Scientific  and  Cultural  Organization.  2018.  Digital  skills  critical  for  jobs  
and  social  inclusion.  https://en.unesco.org/news/digital-­skills-­critical-­jobs-­and-­social-­
inclusion#:~:text=Digital%20skills%20are%20defined%20as,to%20access%20and%20manage%20inf
ormation.  
12  ADB.  2018  
13  ADB.  2018  
14  Nafea,  R.  &  Toplu,  E.  Future  of  education  in  Industry  4.0:  Educational  digitization  –  A  Canadian  
case  study.  https://www.igi-­global.com/chapter/future-­of-­education-­in-­industry-­40/232599  
15    
16  Skills  Future  Singapore.  n.d.  Critical  core  skills  –  what  they  are  and  why  they  matter.  
https://www.myskillsfuture.gov.sg/content/portal/en/career-­resources/career-­resources/education-­
career-­personal-­development/Critical_Core_Skills_What_They_Are_And_Why_They_Matter.html  
17  Australian  National  Training  Authority.  2003.  Defining  generic  skills:  At  a  glance.  
https://www.ncver.edu.au/__data/assets/file/0020/4457/nr2102b.pdf  
18  Department  of  Trade  and  Industry.  n.d.  Inclusive  Innovation  Industrial  Strategy.  
http://innovate.dti.gov.ph/resources/i3s-­strategy/inclusive-­innovation-­industrial-­strategy/ 


7 
 
the country’s strategic policies and programs. One of its strategic actions include 
upskilling and reskilling the Philippine workforce. 
 
(k)  Practical and physical skills19, which include using new information and 
communication technology devices. 
 
(l)   Productivity effect20 or scale effect refers to automation improving productivity and 
lowering production costs. 
 
(m)  Reskilling21 refers to the process of learning new skills or training workers to adapt to 
a different job and to allow them to be employable. 
 
(n)  Social and emotional skills22, which include empathy, self-efficacy, responsibility and 
collaboration.  
 
(o)  Technical skills and competencies23 refer to occupation, job-specific skills and 
competencies an individual needs to perform various job tasks. 
 
(p)  Technological disruptions or disruptive technologies24 refer to innovations such as 
predictive analytics, automation, internet of things, big data, robotics and Artificial 
intelligence, that significantly transform industry structures, processes and practices.  
 
(q)  Training or Training Programs refer to a set of activities and processes for a person to 
acquire desired skills, knowledge, attitudes, and values. 
 
(r)   Upskilling25 refers to the process of acquiring new and relevant competencies to 
optimize performance in the face of technological innovation, as well as improving 
existing skills to upgrade future skills profile. 
 
CHAPTER II 
 
ESTABLISHING THE NATIONAL FUTURE SKILLS COUNCIL 
 
SEC. 5. Establishment of the National Future Skills Council. – A National Future 
Skills Council, hereinafter referred to as the “NFSC”, shall be created, to carry out the policies 
set forth in this law. The NFSC shall generate and scale up action in all levels and areas of 
education, training, research and development towards prompting innovation in workforce 
employability.  
 
                                               
19  https://www.oecd.org/education/2030-­project/teaching-­and  learning/learning/skills/  
Skills_for_2030_concept_  note.pdf  
20  ADB.  2018  
21  ADB.  2018  
22  https://www.oecd.org/education/2030-­project/teaching-­and  learning/learning/skills/  
Skills_for_2030_concept_  note.pdf  
23  Skills  Future  Singapore.  n.d.  Develop  a  skilled  workforce.  https://www.ssg.gov.sg/wsq/wsq-­for-­
employers.html  
24  https://www.ilo.org/wcmsp5/groups/public/-­-­-­ed_dialogue/-­-­-­
act_emp/documents/publication/wcms_579554.pdf  
25  ADB.  2018 


8 
 
It shall be composed of the Secretary of the Department of Trade and Industry (DTI) as 
Chairperson; a Co-Chairperson to be chosen from the private sector members, to be rotated 
among the private sector members of the NFSC every three (3) years; the Secretaries of the 
Department of Labor and Employment (DOLE), Department of Science and Technology 
(DOST), Commission on Higher Education (CHED), Technical Education and Skills 
Development Authority (TESDA), Department of Education (DepEd), Department of 
Information Communications Technology (DICT); and eight (8) representatives from the 
private sector as members; provided, that, one representative is to be nominated each by the 
Philippine Chamber of Commerce and Industry (PCCI), Management Association of the 
Philippines (MAP), Financial Executives Institute of the Philippines (FINEX), Philippine 
Business for Education (PBEd), Philippine Women's Economic Network (PHILWEN), and 
three other private sector organizations, which can either be area or industry-based 
associations, to be appointed by the Department of Trade and Industry for a term of three (3) 
years.  
 
The department secretaries may designate their representatives, who shall sit in a permanent 
capacity, with no less than Undersecretary in rank, and their acts shall be considered as the acts 
of their principals.  
 
SEC. 6. Mandate of the NFSC. – The NFSC shall serve as the policy and advisory body 
towards the achievement of the objectives of this law.  It shall promote future skills 
development through the development of a future skills framework, and catalyze the same by 
fostering partnership with public and private partners and providing funding. The Council shall 
have the following functions:  
 
(a)  Approve the development of a Philippine Future Skills Roadmap and ensure that it 
aligns with the current and comprehensive Labor Market Intelligence Survey and 
Analysis; 
 
(b)  Drive partnerships with private sector, training organizations, and higher education 
institutions for future skills development, industry training programs, and other 
initiatives; 
 
(c)  Provide advice to DTI on relevant trends and updates on innovative workforce 
development and Jobs Next Program; 
 
(d)  Approve the schedule of financial support to trainees, whether for individuals or 
corporations and other organizations;  
 
(e)  Approve funding support to local government units (LGUs), industry bodies or 
associations for the upskilling and reskilling of their workforce with future skills, 
Provided, That, the fund requests meet the criteria to be set by the NFSC; 
 
(f)   Approve receipt of funding through official development assistance, grants, donations, 
collections and other forms of assistance from public or private entities, whether 
domestic or foreign; Provided, That the NFSC is hereby authorized to prioritize funding 
the objectives of this law, in negotiating and utilizing long-term concessional official 
development assistance. 
 


9 
 
(g)  Oversee the implementation of this law and ensure synergy among different 
government agencies towards the achievement of the objectives of this law. 
   
 
CHAPTER III 
FUTURE SKILLS BUREAU 
 
SEC. 7. Creation of a Future Skills Bureau. – To ensure the attainment of the 
objectives of this Act, a Future Skills Bureau is hereby created under the DTI, herein referred 
to as the “Bureau”, to be the lead implementing agency of the Jobs Next Program. The Bureau 
shall prioritize and focus on the needs of emerging and future workforce skills across industry 
sectors. Relative to this law, it shall have the following mandate: 
 
(a)  Implement, monitor, and ensure strict compliance by stakeholders of the provisions of 
this Act; 
 
(b)  Develop the Philippine Future Skills Roadmap, that shall serve as the national strategy 
to enable the Philippines to be a global leader in future skills.  Anchored on the DTI’s 
Inclusive Innovation Industrial Strategy (i3S), the Roadmap shall be guided by the 
following key thrusts: Technical and digital skills competitiveness, Innovation, and 
Productivity; provided, that, the Roadmap shall also be guided by the Labor Market 
Intelligence Survey and Analysis, which shall be updated regularly; 
 
(c)  Drive the conduct of a Labor Market Intelligence Survey and Analysis that will provide 
a comprehensive survey and assessment of future technical skills requirements for new 
and emerging jobs or occupations or to a certain position level, job and/or industry due 
to technological disruptions or Fourth Industrial Revolution; and facilitate the 
identification of priority areas for implementation, whether cognitive and meta-
cognitive skills, critical core or soft skills, practical and physical skills social and 
emotional skills, technical skills and competencies, or employability skills: Provided, 
That the Labor Market Intelligence Survey and Analysis project shall facilitate the 
formulation of the Future Skills Roadmap and execution of the Jobs Next Program 
Online Portal; Provided, Further, That the Labor Market Intelligence Survey and 
Analysis of DTI unifies various agencies’ activities that are similar or related to labor 
market intelligence or monitoring; 
 
 
(d)  Establish or support accreditation or certification schemes and other measures for 
eligible workforce participants, private companies, training organizations and 
education institutions, and eligible non-degree training programs to enhance the 
standards of future skills training and education; 
 
(e)  Formulate and standardize skills training and competency requirements and quality 
standards for identified programs for an occupation, sector and industry; 
 
(f)   Through industry sector partners and TESDA, develop workforce skills qualifications 
per sector that map out general and technical skills competencies which individuals can 
train and acquire credentials; 
 


10 
 
(g)  Determine financial support amount to trainees whether individual, company, or 
supported projects, subject to the approval of the NFSC; 
 
(h)  Formulate and standardize eligibility requirements for target beneficiaries, whether for 
the individual, local government, company or organization; 
 
(i)   Provide advice to NIC on relevant trends and updates on innovative workforce 
development and Jobs Next Program; 
 
(j)   Develop a Jobs Next Program Online Portal to provide relevant information and 
resource materials on technical skills and competency-based training opportunities for 
workforce participants and employers; 
 
(k)  Develop funding models to ensure sustainability of the Jobs Next Program;  
 
(l)   Coordinate with various government agencies, build partnership agreements with 
private sector, and such other means that will make more efficient and effective the 
implementation of this law; and  
 
(m)   Identify regulatory gaps and technological innovations not sufficiently addressed by 
this Act or by existing laws or regulations, and recommend appropriate executive or 
legislative measures, including those can be undertaken by the DTI on its own, that 
supports technical skills and competency-based training development  
 
The Bureau shall work closely with the NFSC. It shall convene public consultations or inter-
agency meetings, in coordination with other government agencies, to ensure multi-stakeholder 
inputs in the development of the Jobs Next Program.  
 
The Bureau shall be organized within six (6) months after the effectivity of this Act. 
 
SEC. 8. Composition of the Bureau. – The Bureau shall be headed by a Director to be 
appointed by the President of the Philippines, as recommended by the DTI Secretary. The 
Director shall be nominated by the NFSC.  
 
The Director shall oversee the day-to-day operations of the Bureau and shall be assisted by 
three (3) Assistant Directors each for policy and administration, enforcement, and operations. 
 
The DTI Secretary shall determine the organizational structure and staffing of the pattern of 
the Bureau, subject to the approval of the Department of Budget and Management. 
 
CHAPTER IV  
CONDUCT OF THE LABOR MARKET INTELLIGENCE SURVEY AND 
ANALYSIS AND ESTABLISHING THE JOBS NEXT PROGRAM 
 
SEC. 9.  Labor Market Intelligence Survey and Analysis. – To ensure a data-driven 
and service-oriented Jobs Next Program, the DTI shall commission the conduct of the Labor 
Market Intelligence Survey and Analysis, which shall be implemented in close coordination 
with the private sector, training organizations and higher education institutions, and updated 
every year or earlier, as may be determined by the NFSC for justifiable reasons. It shall include 
but will not be limited to the following:  


11 
 
 
(a)  Overview of global skills trend and domestic industry needs, as well as current 
workforce skills landscape, including, but not limited to, conventional businesses, 
micro, small and medium enterprises, and innovative start-ups: 
1.   Size and characteristics of the sectoral labor market which includes the demand 
for and supply of labor and the intersection thereof; 
2.   Factors that influence labor market and economic conditions, such as 
economic, industry, or occupational profiles and projections; 
3.   Industry, socioeconomic and occupational characteristics; 
 
(b)  The scope of the Labor Market Intelligence and Analysis shall be conducted at a level 
of analysis to ensure comprehensive quantitative and qualitative labor information 
allowing for appropriate analysis and interpretation 
 
(c)  Data on sectoral, occupational, technological and geographical changes, specifically 
on: 
1.   Needs and expectations of sectors and industries; 
2.   Current and future labor market trends from the private sector; 
3.   Jobs or occupations that have been displaced due to disruptive technologies, the 
4IR, climate change or other emergent factors, especially for disadvantaged and 
vulnerable groups;  
 
(d)  Existing and emerging jobs or occupations, sectors, and industries, and corresponding 
technical skills and competencies in the 4IR to ensure employability and support career 
transition and development; 
 
(e)  Capacity and immediate results from education, training and job placement from 
available education and training programs instituted by the Jobs Next Program and 
others, and other government policies; 
 
(f)   Standardized tools of technical skills training and competency requirements, and 
accredited technical skills training programs and initiatives for existing and emergent 
occupation, sector and industry;  
 
(g)  Perceived value of education, certificate programs, and technical skills and 
competency-based projects and activities, and related jobs from the following: 
1.   Job search behavior; 
2.   Job seeker motivation; 
3.   Digital skills sets; 
4.   Reskilling, upskilling, internship and job placement after graduation and/or 
completion; and  
 
(h)  Identification of training partners from the Private Sector, Training Organizations, and 
Higher Education Institutions.  
 
The Bureau shall commence the Labor Market Intelligence Survey and Analysis upon its 
establishment or earlier, as may be directed by the NFSC. It shall utilize labor market 
information from government-supported large national surveys (Labor Force Survey), public 
and private employment services, development organizations providing sources of educational 


12 
 
data, bodies representing employers or sectors, ODA-funded surveys, and other alternative 
tech-based, data-science tools, among others. 
 
SEC. 10. Jobs Next Program. – The Jobs Next Program provides an operational 
mechanism for the Philippine workforce to access educational and training programs and gain 
future skills. The Program has three main services, without prejudice to other services that may 
be created by the Bureau, subject to the approval of the NFSC:  
 
(a)  Individual skills voucher – Eligible beneficiaries may obtain skills vouchers to either 
fully cover or subsidize eligible training or course fees, as may be determined by the 
Bureau.  
 
(b)  Employer training support – Financial support to employer-sponsored trainings for 
the upskilling or reskilling of their employees to gain future skills competencies.  
Financial support coverage shall include but is not limited to training or course fee and 
absentee payroll funding, the amount of which will be determined by the Bureau. 
 
(c)  Future skills projects – Funding support to local government or industry association 
projects for upskilling or reskilling a determined number of individuals to gain future 
skills competencies. Proponents of future skills project must submit a project proposal 
to apply for funding support. The Bureau shall develop an application process that 
includes capacity to implement, project impact and a monitoring and evaluation 
mechanism as criteria.  
 
For upskilling and/or reskilling, an individual may access skills training support under the Jobs 
Next program through any of the above-mentioned services, provided that s/he will not be 
taking the same skills training programs or courses.  
 
The program shall be evaluated using tools and approaches aligned with its goals, context, and 
stage of development, and shall form part of the basis for the review and updating of the same, 
and the approved Future Skills Roadmap under Section 7 of this Act.  
 
SEC. 11. Jobs Next Program Online Portal. – The Bureau shall set up a one-stop shop 
digital platform that shall facilitate access to the Labor Market Intelligence Survey and 
Analysis, the Jobs Next Program, technical skills and competency-based training opportunities, 
amongst others. It shall have the following data-driven and service-oriented objectives and 
functions, respectively: 
 
(a)  Quality data to improve workforce analysis, which in turn shall create in-depth 
intelligence to translate into more strategic policy interventions on the future skills 
job market,  
 
(b)  Workforce Participants, jobseekers, employed and underemployed, shall be 
supported to make informed career decisions, training choices, and employment 
facilitation, and improve standing in the labor market given the following:  
1.   Selection of career interests, learning pathways, and job roles in the labor 
market;  
2.   Access to technical skills and competency-based development trainings and 
initiatives, work-based trainings for upskilling and reskilling, funding support 
modalities, and possible employment opportunities; 


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3.   Access to work-based training opportunities provided by companies; 
4.   Repository of electronic copy of certificates obtained. 
 
(c)  Employers shall be supported in improving business performance and productivity 
by the increased ability to hire efficiently, optimal new hires, and improved capacity 
of their human resources given the following: 
1.   Existing and emerging technical skills and competencies relevant to a job role 
and occupation in a given sector or industry; 
2.   Access to upskilling and reskilling opportunities for employees; and 
3.   Access to accredited training organizations and funding support modalities. 
 
To spread access to the portal, DOLE’s Public Employment Service Offices (PESO), shall 
support the Program’s implementation.  
 
SEC. 12. Priority Group of Workers. – The Jobs Next Program shall introduce and 
implement different modalities to provide upskilling and reskilling of the labor force, 
belonging to jobs at high-risk of displacement because of technological and external 
disruptions. Workers from disadvantaged and vulnerable sectors are, likewise, prioritized to 
give them equal opportunity to participate and grow in the 4IR economy. Support provided to 
workforce participants shall not be subjected to age restrictions, current employment status, 
and educational attainment, Provided, That, specific technical skills training program indicate 
pre-requisites.  
 
SEC. 13. Training Modalities. – Training modalities for this program include, but are 
not limited to, the following: (a) Work-study degree programs and professional courses; (b) 
Traineeship; (c) Company-training; (d) Company attachment. The Bureau shall ensure that the 
Jobs Next Program  is responsive to the recommendations under the Labor Market Intelligence 
Survey and Analysis, and aligned with regional and provincial development plans. 
 
SEC. 14. Eligible Training Programs. – Training programs and initiatives, either 
government- or industry-led, shall be assessed and accredited on the basis of skills and 
competencies for existing and emerging jobs determined in the Future Skills Roadmap; 
Provided That, the Bureau shall automatically register industry-acknowledged or -accredited 
skills trainings and certifications in the roster of eligible training programs;  Provided, Further, 
that training programs already accredited by DepEd, CHED, or TESDA shall likewise be 
automatically registered by the Bureau.  
 
To enhance competitiveness of both existing and emergent jobs, eligibility shall be open to all 
industries, Provided, That, the Bureau shall develop priority eligible programs, consistent and 
aligned with DTI’s I3s, and the Philippine Future Skills Roadmap.  
 
CHAPTER V 
 
IMPLEMENTATION ARRANGEMENT 
 
SEC. 15. National Economic Development Authority (NEDA). – The NEDA shall 
provide strategy and policy alignment between the economic innovation strategy and 
workforce development in the 4IR pursuant to the National Innovation Agenda and Strategy 
Document.  
 


14 
 
SEC. 16. Department of Science and Technology (DOST). – The DOST shall support 
accreditation or certification schemes and other measures for eligible workforce participants, 
training organizations and education institutions, and eligible training programs by 
harmonizing the same with emphasis on sectors relevant to innovation and technology such as 
science, technology, engineering and math fields and creative industries.  
 
Together with the DTI, it shall collaborate and create avenues for knowledge diffusion and 
capacity building in skills and competency based training development in the formulation of 
eligibility criteria and the Future Skills Roadmap; Provided, that, it shall be  aligned with the 
sustainable development goals and green criteria in industries supported by the Program.   
 
SEC. 17. Department of Information Communications Technology (DICT). – The 
DICT shall be responsible for improved physical innovation structure and broadband access 
that will underpin inclusive future skills and employment opportunities for all in both urban 
and rural areas.  
 
In coordination with industry partners, namely private businesses, training organizations and 
higher education institutions, the DICT shall support the design of the Jobs Next Online Portal 
which will provide transparent, efficient and innovative engagement with workforce 
participants, training organizations and higher education institutions. The DICT shall also 
direct and mandate zero-rated internet access for the Jobs Next Program and all related training 
platforms under it.  
 
SEC. 18. Department of Labor and Employment (DOLE). – The DOLE shall 
mobilize its Public Employment Service Offices (PESO) in local government units to support 
the implementation of this Act, including but not limited to information dissemination, referral, 
career coaching or counseling.  
 
Complementing the Future Skills Roadmap and Labor Market Intelligence Survey and 
Analysis, current and updated DOLE plans and resources shall provide information on 
available skills supply to the specific skills demands of industries, skills for lifelong learning 
and employability across all sectors; and engagement with employers, workforce participants, 
social partners, education and training institutions, and other government agencies.  
 
DOLE shall also provide guidance in the compliance of employer participants on labor laws 
and other relevant issuances in the implementation of technical skills and competency-based 
development training courses and programs.  
 
SEC. 19. Department of Education (DepEd). – The DepEd shall support DTI in 
supervising the implementation of NFSC-Standardized Qualifications in accredited technical 
skills and competency-based development training activities and programs; and in qualification 
of eligible workforce participants, training organizations and education institutions.  
 
The Program will be complemented by alternative training modules programs and strategies 
implemented by DepEd for lifelong learning of those in vulnerable groups and marginalized 
communities. This ensures inclusiveness in learning delivery modalities and identified 
beneficiaries.  
 
SEC. 20. Commission on Higher Education (CHED). – CHED shall support the DTI 
in the accreditation of eligible training programs and partner higher education institutions by 


15 
 
ensuring that quality standards implemented in the higher education system are met and 
satisfied by the same. 
 
It shall promote responsive, innovative and competitive in the design and formulation of 
courses, modules, and curriculum for technical skills and competency-based training activities 
and programs.   
 
SEC. 21. Technical Education and Skills Development Authority (TESDA). – The 
TESDA shall support DTI in the accreditation of eligible training programs and training 
providers, identification of general and future skills, as well as the alignment of funding 
programs for eligible workforce participants in the Program.  
 
The TESDA shall support DTI in the implementation of this Act ensuring high quality of 
training and standards in institutions under its jurisdiction. TESDA shall provide technical 
assistance to DTI in the development of workforce skills qualifications per sector and other 
areas which the DTI may require TESDA’s assistance. 
 
SECTION 22. Higher Education Institutions (HEIs). – Partner HEIs will help in the 
administration of the Program in their respective schools.  Technical skills and competency-
based training courses and programs offered and implemented in HEIs must be in line with the 
standards of quality and accreditation systems recognized by the CHED and TESDA. The same 
will be aligned with the Standardized Qualifications to be established by the NSFC.  
 
CHAPTER VI 
 
MISCELLANEOUS PROVISIONS 
 
SEC. 23. Appropriations. – The Secretary of Trade and Industry shall immediately 
include in the DTI’s budget the amount necessary for the effective implementation of this Act. 
An initial appropriation for Twenty Seven Billion Pesos (PHP 27,000,000,000.00) for the first 
year of implementation. Thereafter, the amount necessary for its continuous implementation 
shall be included in the annual General Appropriations Act.  
 
SEC. 24. Review and Monitoring. – The National Future Skills Council shall report to 
the President and Congress after the first three (3) 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 NFSC government agencies are also tasked to monitor the 
implementation of this Program as well as the Labor Market Intelligence Survey and Analysis 
Report.  The NFSC shall establish a monitoring and evaluation framework in the Implementing 
Rules and Regulations.  
 
SEC. 25. Implementing Rules and Regulations (IRR). – Within sixty (60) days from 
the effectivity of this Act, the NFSC, 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 
 


16 
 
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,