Republic of the Philippines 
House of Representatives 
Quezon City, Metro Manila 
Nineteenth Congress 
Second Regular Session 
HOUSE BILL NO. _______ 
Introduced by REPRESENTATIVE STELLA LUZ A. QUIMBO 
EXPLANATORY NOTE 
In recent years, the Philippine education system has undergone a significant 
transformation with the implementation of the K to 12 program under Republic Act No. 10533. 
This educational reform has extended basic education to thirteen years, including two years of 
Senior High School (SHS), to produce graduates better equipped for the demands of the 21st-
century workforce. However, challenges remain as the country grapples with a significant 
youth unemployment issue. Among the 2,090,000 individuals currently without employment, 
37.5% fall within the 15-24 age group. This underscores the gravity of the situation and the 
imperative need for strategic interventions to enhance the employability of the youth, 
particularly those transitioning from the K to 12 program. 
On August 22, 2023, the Department of Labor and Employment (DOLE) shared in a 
House Committee on Basic Education hearing that 180,000 local jobs are open for high school 
graduates. However, DOLE also emphasized the critical concern raised by employers regarding 
the skill readiness of current SHS graduates. This concern necessitates a targeted SHS 
curriculum that aligns with industry needs and fosters strand-specific competencies essential 
for the contemporary job market. 
Further, advocacy groups such as the Philippines for Business Education (PBEd) 
emphasize the importance of work-based training opportunities to enhance their employability. 
The sentiment is clear: SHS graduates are indeed employable, provided they receive the right 
training and exposure to workplace dynamics. 
"Batang Magaling Act" directly addresses these concerns by providing a holistic 
approach to bridge the gap between education and employment. The bill's focus on 
strengthening multi-stakeholder collaboration, incorporating Work Immersion Programs, 
conducting labor market demand studies, establishing a centralized skills database, and 
encouraging affirmative hiring aligns with the needs of our youth. By fostering collaboration, 
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aligning curriculum with industry needs, and incentivizing businesses to invest in the 
workforce, the "Batang Magaling Act" is a strategic step towards empowering the youth, 
reducing unemployment rates, and maximizing the economic potential of the Philippines in a 
globalized context.  
This bill is not merely a response to the current challenges but a proactive initiative to 
reshape the future trajectory of K to 12 SHS graduates, empowering them with the skills and 
knowledge demanded by the evolving labor market. By passing the "Batang Magaling Act," 
the Philippines can position itself as a global leader in producing a workforce that is not only 
academically proficient but also practically equipped to meet the demands of the 21st-century 
job landscape. 
In view of the foregoing, the passage of this bill is earnestly sought. 
STELLA LUZ A. QUIMBO 


3 
Republic of the Philippines 
House of Representatives 
Quezon City, Metro Manila 
Nineteenth Congress 
Second Regular Session 
HOUSE BILL NO. _______ 
Introduced by REPRESENTATIVE STELLA LUZ A. QUIMBO 
AN ACT ENSURING THAT SENIOR HIGH SCHOOL GRADUATES 
UNDER THE K TO 12 PROGRAM ARE EQUIPPED WITH THE 
KNOWLEDGE, TRAINING AND SKILLS DEMANDED IN THE 
LABOR MARKET, ENHANCING THEIR EMPLOYABILITY AND 
COMPETITIVENESS, CREATING THE BATANG MAGALING 
COUNCILS TO STRENGTHEN MULTI-STAKEHOLDER 
COLLABORATION AND SUPPORT FOR THEIR EMPLOYMENT, 
ALLOWING FULL DEDUCTION OF TRAINING EXPENSES 
INCURRED FOR THEIR SKILLS DEVELOPMENT, 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 “Batang Magaling Act.” 
SECTION 2. Declaration of Policy. — It is the policy of the State to establish, 
maintain, and support a complete, adequate, and integrated system of education relevant to the 
needs of the people and society. 
This Act likewise reiterates a declared State policy that every graduate of basic 
education shall be an empowered individual who has learned, through a program that is rooted 
in sound educational principles and geared towards excellence, the foundations for learning 
throughout life, the competence to engage in work and be productive, the ability to coexist in 
fruitful harmony with local and global communities, the capability to engage in autonomous, 
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creative, and critical thinking, and the capacity and willingness to transform others and one’s 
self. 
SECTION 3. Objective. — This Act shall ensure that the Philippine basic education 
system, as enhanced under Republic Act (R.A.) No. 10533 or the “Enhanced Basic Education 
Act of 2013”, will produce Senior High School (SHS) graduates who are equipped with 
knowledge, training and skills demanded in the labor market, whether they have chosen the 
higher education, middle-level skills development, or employment or entrepreneurship exit, 
thereby enhancing their employability and competitiveness in the workforce. 
SECTION 4. Strengthening Multi-Stakeholder Linkages and Collaboration; The 
Batang Magaling National and Local Councils; The Batang Magaling Roadmap. — To 
align the tracks and strands of the K to 12 Basic Education Curriculum under R.A. No. 10533 
with the needs of the labor market, a National Batang Magaling Council (National Council) 
shall be created composed of the Department of Education (DepEd), the Technical Education 
and Skills Development Authority (TESDA), the Department of Labor and Employment 
(DOLE), three (3) national industry partners, one (1) national labor group, and the Union of 
Local Authorities of the Philippines. Local Batang Magaling Councils (Local Councils) shall 
likewise be formed at the provincial, city and municipal levels to ensure that K to 12 SHS 
graduates are equipped with education, training and skills demanded by the industry partners. 
The Local Councils shall be composed of the provincial, city or municipal local school boards 
(LSBs), at least two (2) industry partners in the locality, a representative of the TESDA 
provincial office, and a local employee organization or association. Every education institution 
offering the SHS Program shall regularly consult with the Local Council at least twice a year 
to be guided by the actions of the council especially the roadmap in paragraph e hereunder and 
to establish a mechanism for active collaboration and meaningful communication for the 
following purposes: 
(a) to provide information to the education institutions for the updating and alignment of 
the work component of the SHS program with the market needs as identified by the 
industry partners; 
(b) to convince industry partners and government agencies to accept learners in Work 
Immersion Programs (WIPs), ensure that their deployment is done according to their 
tracks or specialization courses, and enable them to acquire specialized skills and 
competencies to advance in their chosen path;  
(c) to enable the LSBs to provide relevant data and information to the stakeholders, 
increase their awareness of their mutual issues and concerns on the employability of 
SHS graduates in the locality, and give local incentives to recognize best practices on 
collaboration; 
(d) to craft the WIPs of all education institutions offering the SHS Program within a 
province, city or municipality and ensure that the curriculum is aligned with industry 
needs, learners meet the minimum requirements of the work immersion industry 
partners, and learners develop competencies and acquire skills that are industry-based 
to improve their work readiness and employability; and 


5 
 
(e) to develop a local Batang Magaling Roadmap in the province, city or municipality that 
shall introduce interventions and set measurable goals on enhancing the employability 
and competitiveness of SHS graduates, including but not limited to an increase or 
improvement in the following: the number of industry partners and government 
agencies participating in the WIPs; the number of SHS learners deployed under the 
WIPs according to their tracks or specialization courses; and the rate of employment of 
K to 12 SHS graduates. As such, the local roadmap shall include the skills demanded 
by industry partners and government agencies in the locality vis-à-vis the needed 
knowledge, training and skills of K to 12 SHS graduates to match the said demand, 
using the labor market demand forecast under Sec. 6, and the skills database under Sec. 
7 hereof. 
Taking into consideration the local roadmaps developed at the provincial, city and 
municipal levels, the National Council shall craft a parallel National Batang Magaling 
Roadmap to fulfill the objective under Sec. 3 of this Act. The provincial Local Councils 
shall similarly craft their respective Provincial Batang Magaling Roadmaps based on 
the Municipal Batang Magaling Roadmaps, while the city Local Councils shall base 
their respective City Batang Magaling Roadmaps on the WIPs within the locality under 
their jurisdiction. 
SECTION 5. Work Immersion Programs. — The WIPs that are mandated to be 
offered by education institutions offering the SHS Program shall develop in learners the 
competencies, skills, work ethic and values relevant to pursuing further education or joining 
the world of work. 
The WIP shall be based on the Batang Magaling Roadmap and designed to match the 
needs of the learners and the capabilities of the education institutions vis-à-vis the demands of 
the work immersion industry partners and government agencies. 
The Schools Division Office of the DepEd shall approve the WIP as proposed in these 
provinces, cities or municipalities, with due compliance to legal and administrative 
prescriptions on the number of hours and delivery models, among others. 
SECTION 6. Integration of the Government Internship Program. — To drive the 
Batang Magaling Roadmap towards public service and acquaint the youth with government 
programs, projects, and activities, the Government Internship Program (GIP) shall be part of 
the WIP.  
SECTION 7. Work Immersion Guidelines. — The following shall be the guidelines 
for the implementation of the WIP: 
a) Participants of WIP shall be Filipino citizens and are of 18 to 25 years of age at 
the time of the application period; SHS students aged 15 to below 18 years of 
age are permitted to participate provided that they work for not more than eight 
(8) hours a day and in no case beyond forty (40) hours a week; 


b) Institutions, both public and private, shall designate an employee who will serve 
as the WIP Desk Officer who will oversee the implementation of WIP within 
the institution; 
c) Participants of WIP shall render at least two hundred (200) hours;  
d) WIP period shall be for a period of at least one (1) month to three (3) months at 
most and must be implemented on a year-round basis; 
e) Participants of WIP shall graduate from the program before their SHS 
graduation;  
f) Upon entry into WIP, participants shall be provided with a stipend amounting 
to 75% of the existing rate of step 1, Salary Grade 1 of the government salary 
standardization law and shall be non-taxable. The amount of the stipend shall 
be based on the trainee’s actual attendance, absences, tardiness incurred. It shall 
be paid in accordance with existing labor laws and civil service laws, rules and 
regulations;  
g) The institutions, as provided by law, and subject to budgeting, accounting and 
auditing rules and regulations, shall provide additional entitlements such as: 
i) 
Transportation and meal provisions during activities that are held 
outside of the day to day office trainings; 
ii) 
Compensatory 
time 
off 
in 
case 
of 
activities 
held 
during 
weekends/holidays and/or beyond office hours; and 
iii) 
Incentives 
and 
regards 
in 
acknowledgement 
of 
remarkable 
achievements (i.e., punctuality, perfect attendance); 
h) WIP shall not be considered as employment. Thus, there is no employer-
employee relationship between the beneficiary and the institution. WIP 
graduates shall be given preference in the hiring of workers in the institutions. 
After career coaching, the institution shall assess and determine whether the 
WIP graduate may be recommended for contractual or regular work;  
i) Participants of WIP become part of economic institutions in partnership with 
education institutions, and thus prohibited from completing tasks which go 
beyond official duties; 
j) Institutions shall conduct trainings, seminars and other developmental 
interventions for the participants of WIP including, but not limited to mentoring, 
coaching, and performance evaluation; and 
k) Social protection incentives shall be provided to the interns and are encouraged 
for consideration by the institutions such as accident insurance, as they may be 
applicable. The process can be facilitated with either public or private insurance 
entities, and public insurance entities like GSIS, subject to budgetary 
requirements of the institution.  
l) Upon graduation from SHS, WIP graduates may continue with their internship 
through the Special Program for Employment of Students (SPES) of DOLE, 
provided that their total stay in the institution is a maximum of six (6) months.  
SECTION 8. Labor Market Demand Forecasting. — To align the WIP with market 
demand and ensure that the knowledge, training and skills of K to 12 SHS graduates match the 


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in-demand and projected in-demand jobs of industry partners in the locality, the Councils are 
hereby mandated to conduct labor market demand studies every three (3) years. 
The data derived from such demand forecast shall serve as the basis for the work 
components of the SHS Program, the Batang Magaling Roadmaps, the WIPs, the training to be 
conducted, the resources to be procured, and the skills to be developed among the learners, 
among others. The demand forecast will also allow education institutions to focus on 
employable skills as determined by medium- to long-term labor market demand. 
SECTION 9. Batang Magaling Database; Centralized Skills Database. —  The 
DepEd, in collaboration with the National and Local Councils, shall develop, maintain, and 
update a centralized nationwide database of skills information to serve as a one-stop shop for 
all matters related to the employment of K to 12 SHS graduates. 
The Batang Magaling Database shall help strengthen the educational institutions’ 
linkages and collaboration with industry partners, facilitating the meeting of skills demand 
within the province, city, municipality, and the country as a whole. 
The Batang Magaling database shall register the demographic profile of learners 
including, but not limited to, their educational background, track and strand completed in SHS, 
training, skills, competencies, work immersion performance, course taken after SHS, work 
experience and employment history. It shall also contain the profiles, demands, and vacancies, 
among others, of industry partners. The Implementing Rules and Regulations shall prescribe 
the process to be followed in ensuring that the Local Councils themselves provide and register 
such demographic information as required to be included in the centralized database. 
SECTION 10. Affirmative Hiring of K to 12 SHS Graduates; Civil Service 
Commission; Industry Partners. — The Department of Labor and Employment (DOLE), in 
coordination with the DepEd, shall conduct studies and research for the crafting of strategies 
and guidelines to minimize the impediments to K to 12 SHS employment, and promote the 
affirmative hiring of K to 12 SHS graduates. 
The Civil Service Commission (CSC) is hereby mandated to review the eligibility 
requirements for government employment and revise its policies to integrate the K to 12 
qualifications in the CSC qualification standards to fulfill the employability of K to 12 SHS 
graduates in the government sector. Such K to 12 qualification standards may include, among 
others, one’s education as a SHS graduate, experience, training, and eligibility. 
The industry partners are likewise enjoined to rethink and review their hiring policies 
and job requirements to provide employment opportunities, such as entry-level positions, to K 
to 12 SHS graduates. 
SECTION 11. Fully Deductible Training Expenses from Taxable Income; 
Additional Item of Deduction. — Industry partners shall be allowed an additional item of 
deduction from their taxable income of the full value of training expenses incurred for the skills 
development of K to 12 SHS graduates hired pursuant to this Act, hereby amending Sec. 34 


(A) (1) (a) (v) of R.A. No. 8424 or the National Internal Revenue Code of 1997, as amended 
by R.A. No. 11534 or “CREATE”. 
SECTION 12. Mandatory Review and Impact Assessment. — The DepEd shall 
conduct a mandatory review of the implementation of this Act and submit an assessment report 
to Congress on its impact and effectiveness, not later than two (2) years from its effectivity and 
every two (2) years thereafter. 
SECTION 13. Implementing Rules and Regulations. — Within ninety (90) days from 
the effectivity of this Act, the DepEd, CSC, DOLE, TESDA, and other public and private 
stakeholders, including industry partners, shall issue the rules and regulations implementing its 
provisions. The IRR issued pursuant to this section shall take effect thirty (30) days after its 
publication in a newspaper of general circulation. 
SECTION 14. Appropriations. — The amount necessary for the initial implementation 
of this Act shall be charged against those authorized in the current appropriations of the DepEd. 
Thereafter, the amount necessary for its continued implementation shall be included in the 
annual General Appropriations Act. 
SECTION 15. Separability Clause.  If any provision of this Act is declared invalid or 
unconstitutional, the other provisions not affected thereby shall remain in full force and effect. 
 
SECTION 16. Repealing Clause.  All laws, decrees, orders, rules, and regulations or 
parts thereof inconsistent with this Act are hereby repealed, amended, or modified accordingly. 
 
SECTION 17. Effectivity.  This Act shall take effect fifteen (15) days after its 
publication in at least two (2) newspapers of general circulation. 
 
Approved,