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Republic of the Philippines
House of Representatives
Quezon City, Motes Manila

EIGHTEENTH CONGRESS
Second Regular Session

House Bill No. _7106

INTRODUCED BY
REP. ALFRED VARGAS

AN ACT
ESTABLISHING JOB PLACEMENT OFFICES IN PUBLIC HIGH SCHOOLS
TO PROVIDE CAREER SERVICES TO THE YOUTH

EXPLANATORY NOTE

Article XIII Section 3 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.

One of the promises of the K to 12 Basic Education Program is that our high
school graduates will be ready for employment right after they complete Grade 12.
At present, unfortunately, even earning a college degree does not guarantee that
our young graduates will find a job right away.

As of January 2017, the Philippine Statistics Authority has recorded the
country’s unemployment rate at 6.6 percent. Thus, there is a need not only to
generate employment opportunities, but also address the jobs mismatch in the
country.

This bill seeks to establish a Trabaho Center in every public high school in
the country and bridge the gap between the demands of the job market and the
skills and knowledge of the supply of graduates. Among the functions of these
‘Trabaho Centers shall include linking the industries to our academic institutions
for continuous checking of curricula and courses offered, providing career coaching
for students, and, eventually, facilitating the employment of students.

In view of the foregoing, the immediate approval of this bill is sought


Republic of the Philippines
House of Representatives
Quezon City, Motes Manila

EIGHTEENTH CONGRESS
Second Regular Session

House Bill No. 7106

INTRODUCED BY
REP. ALFRED VARGAS

AN ACT
ESTABLISHING JOB PLACEMENT OFFICES IN PUBLIC HIGH SCHOOLS
TO PROVIDE CAREER SERVICES TO THE YOUTH

Be it enacted by the Senate and the House of Representatives of the
Philippines in Congress assembled:

SECTION 1. Short Title - This Act shall be known as the “Trabaho
Centers in Schools Act”

SECTION 2. Declaration of Policy - It is the policy of the State to promote
full employment and equality of employment opportunities for all, and to
afford full protection to the youth entering the labor force. In line with the
current reforms in the education sector, the State recognizes the need to
prepare the youth in choosing the career tracks that they intend to pursue
and to aid in matching senior high school students with career opportunities
after graduation.

SECTION 3. Definition of Terms - For the purpose of this Act, the
following terms shall refer to:

(a) Career Advocacy Activities - Series of activities intended to prepare
students for productive career decisions that includes but is not
limited to career assessment and coaching, trainings, and job-
matching.

(b) Career Development Plan- Annual career development tool that
outlines the intended outcomes and the strategic management of
programs/services to collectively achieve the end goals of the
Trabaho Centers.


{c) Labor-Market Information (LMI)- any information concerning the
size, composition, functions, problems or opportunities of the labor
market or any part thereof.

(d) National Career Assessment Examination (NCAE)- system of
assessing or evaluating the potential or aptitude of each and every
high school student to guide their decisions in pursuing further
education or employment.

(e) Skills Registry System (SRS)- An existing system utilized by the
Department of Labor and Employment (DOLE) containing potential
applicant and employment information.

SECTION 4. Establishment of Trabaho Center in Schools. - Job
Placement Offices (JPOs}, hereinafter referred to as “Trabaho Centers,” shall
be established in all public high schools, Trabaho Centers shall work in
coordination with the Provincial, City or Municipal Public Employment
Service Offices (PESOs) and shall be supervised by Trabaho Center
Coordinators in Department of Education (DepEd) Division Offices. The
Trabaho Center Coordinators shall encourage partnership Among
Educational Institutions (Els), Non-Government Organizations (NGOs),
Industry Associations and Members, and Local Government Units (LGUs) in
the establishment and management of the Trabaho Centers. In applicable
areas, existing JPOs in educational institutions shall continue to operate as
Tarbaho Centers subject to the provisions of this Act. Schools shall explore
new and innovative systems to carry out the provisions of this Act, including
partnering with the private sector or NGOs for an online platform. The
Trabaho Centers shall be responsible for preparing the youth in choosing
career tracks fit for their talents, skills, and preferences and in matching
these to the needs of the current and future labor market.

SECTION 5. Trabaho Center Career Advocates. - All Trabaho Centers
shall have at least one (1) Trabaho Center Career Advocate with the
following functions:

(a) Keep a up-to-date database of job vacancies from employers to
facilitate the exchange of labor market information between young
job seekers and employers by providing employment information
services specific to Senior High School, both for local and overseas
employment;

(b) Provide job linkages and networks to employers in coordination with
the provincial, city or municipal PESOs;

(c) Develop and administer testing and evaluation instruments for
effective job selection, training and coaching specific to young
jobseekers currently enrolled in educational institutions. Provided,
that examinations are administered by qualified professionals;

(d) Organize or coordinate career enhancement trainings or seminars for
young job seekers, as well as those who would like to pursue further
education, livelihood or self-employment programs;


(e) Provide career advocacy and coaching, mass motivation and values
development activities integrates in career programs specifically
designed for Enhanced Basic Education Curriculum students;

() Connect and partner with concerned NGOs to expand opportunities
in improving the quality of employment facilitation programs offered
in their school;

(g) Lead the teachers within their school in the administration of the
annual National Career Assessment Examination (NCAE) and assist
the students in understanding how to use their test results as guide
in choosing their career tracks;

(h) Prepare and submit to the Trabaho Center Coordinator a school
specific annual career development plan and budget, including other
regular funding sources and budgetary support; and

() Prepare and submit a quarterly progress report on students assisted
and coached to the Trabaho Center Coordinator.

SECTION 6. Trabaho Center in Division Offices - Each DepEd Division
Office shall appoint a Trabaho Center Coordinator who shall:

(a) Coordinate with the LGU, PESO, the Local School Board (LSB), and
Parent- Teacher Association (PTA) in the creation of the annual key
career planning tool for their division, taking into consideration track
preferences of students in their respective divisions and the industry
most relevant to their area;

(b) Monitor the planning, implementation and evaluation of career
facilitation programs and materials of Trabaho Centers in Schools;

(c) Convene Career Advocates from the different Trabaho Centers under
their respective divisions for the creation of modules or guides
contextualized to cover their local industry.

(d) Share best practices among divisions and other Trabaho Centers in
the country in a modality that would be most efficient to the
institutions;

(e) Train Career Advocates in administration of testing and evaluation
instruments for effective job selection, counseling, career guidance,
mass motivation and values development activities to be
implemented for the career programs.

(f) Utilize the DOLE’s Skills Registry System (SRS) to manage the
records of transactions in relation to career facilitation and relay
information to Trabaho Centers in Schools;

(g) Consolidate necessary information technology structures and
systems to improve the collection, processing, analysis, report
development and dissemination youth career preferences and
existing labor market information, and;

(h) Provide linkages to training providers needed by the schools in
relation to local industry.


SECTION 7. Qualifications of Trabaho Center Career Advocates. -
Notwithstanding the provisions of Section 27 of Republic Act No. 9258,
otherwise known as the “Guidance and Counselling Act of 2004”, career and
employment advocates, who are not registered and licensed guidance
counselors, shall be allowed to conduct career advocacy activities for
students of the school where they are currently employed: Provided, That
they undergo training programs related to career advocacy. Career
advocates employed shall hold a non-teaching position and shall focus on
activities for youth employability programs in coordination with the DOLE
and other relevant agencies and partner institutions, both public and
private.

SECTION 8. Higher Education Institutions (HEIs) and Technical
Vocational Institutions (TVIs). - Higher Education Institutions (HEIs) and
Technical Institutions (TVIS are encouraged to establish Trabaho Centers in
their schools to prepare their students in choosing tracks fit for their
talents, skills, and preferences and in matching these to the needs of the
current and future labor market, in accordance with the provisions of this
Act.

SECTION 9. Information Dissemination. - The Philippine Information
Agency, in coordination with the DepEd, DOLE and the DILG, shall ensure
proper and adequate information dissemination of the contents and benefits
of this Act to pertinent entities in all provinces, cities, municipalities and
barangays.

SECTION 10. Appropriations. — The amount necessary to implement the
provisions of this Act shall be charged against the current year’s
appropriations of the DepEd. Thereafter, such sums as may be necessary for
its continued implementation shall be included in the annual General
Appropriations Act.

SECTION 11. Implementing Rules and Regulations. - Within ninety (90)
days from the effectivity of this Act, the Secretary of Education, in
coordination with the Department of Labor and Employment (DOLE),
Department of Interior and Local Government (DILG), Commission on
Higher Education (CHED), Department of Trade and Industry (DTI) and
Technical Education and Skills Development Authority (TESDA) and other
relevant agencies shall formulate the necessary rules and regulations to
implement the provisions of this Act.

SECTION 12. Separability Clause. - If any if this Act is held invalid or
unconstitutional, the same shall not affect the validity and effectivity of
other provisions hereof.


SECTION 13. Repealing Clause. - All laws, decrees, executive order, and
rules and regulations contrary to or inconsistent with the provisions of this
Act are hereby repealed or modified accordingly.

SECTION 14. Effectivity. - This Act shall take effect fifteen (15) days from
the date of its publication in the Official Gazette or in at least two (2)
newspapers of general circulation.

Approved,