THIRTEENTH CONGRESS OF THE REPUBLIC 
1 
OF THE PHILIPPINES 
1 
Third Regular Session 
1 
S E N A T E  
S. B. No. 
Introduced by Senator Manuel “Lito” M. Lapid 
EXPLANATORY NOTE 
Our 1987 Constitution provides that “the State shall protect and promote the risht 
of all citizens to quality education at all levels and shall take appropriate steps to make 
such education accessible to all”. 
According to the human capital theory principle, the economic development of a 
nation is a function of the quality of its education. The modern world in which we live is 
often termed a ”knowledge society” in the sense that education and information have 
become production factors. In this rapidly globalizing economy, mathematics and 
science are the bases for almost every technical competence in the modern 
marketplace, including fields as diverse as computer programming, physics, 
engineering and manufacturing. As a result, cultivating a workforce with strong 
mathematics and science skills is necessary to keep the country competitive in the 
global arena. 
The Philippine Daily Inquirer, in its May 29, 2005 issue, stated that despite the 
Constitutional mandate for the government to spend the largest share of its national 
budget on education, the achievement test results on science and math reflect a low 
level of learning on the part of most Filipino public school children. In March 2004, all 
fourth year high school students were given a National Achievement Test (NAT) in 
Science and Math as a way of determining their levels of preparation for university or 
the world of work. Overall, the average score for Science was 36.8 percent and for Math 
was 46.2 percent, versus the benchmark passing grade of 75 percent. Clearly, these 
scores are not levels of learning that will help our children become productive and 
competitive adults. 
Moreover, the current performance of our country’s students in science and math 
lags behind their international peers and not enough students are pursuing careers in 
science and mathematics. Last 2003, in one international comparative survey test 
where the Philippines participated in the Trends in International Math and Science 
Survey (TIMSS), our Filipino school-children fared poorly in math and science. The 
Philippines ranked 36 out of, 39 countries with an average significantly lower than the 
international average in Math. In Science, the results were similar. Furthermore, our 
country average was significantly lower than the international average in both tests. This 
data indicate an almost unchanged status from the 1999 TIMMS figures. 
Indeed, the country is lagging behind its ASEAN counterparts in the fields of 
science and mathematics and faces serious challenges from highly educated foreign 
competitors. In the field of science, it has been shown that our students have not 
mastered the skills ranging from understanding or internalizing scientific data and 
information, to explaining specific scientific theory or laws, to being able to do the 
necessary calculations to solve scientific problems or to substantiate theory. In the field 


of mathematics, high school seniors have tht? most difficulty in using formula to solve 
specific problems or to calculate certain results. The ability to manipulate numbers and 
equations (e.g. algebra) is weak. The ability t o  think conceptually and spatially (e.g. 
geometry and trigonometry) is even weaker. Problem solving using mathematical 
concepts and established logic and equations is poor. 
While research studies have shown that teacher quality is the most important 
factor in determining high student achievement in rnathematics and science and that 
highly-trained mathematics and science teachers are needed in all classrooms across 
the nation in order to move our country towards compe>titiveness in the global economy, 
the problem lies in the fact that college graduates with strong mathematics or science 
backgrounds have many career opportunities that are more financially attractive than 
teaching. 
Individuals who are strong in mathematics and science need financial 
incentives and professional development for proper recruitment and retainment in their 
teaching career. 
We, as a country, has to do something if we are to build a foundation for 
development, growth and equity to deal with our many problems that range from 
eradicating poverty to being internationally competitive. 
This proposed measure seeks to mainstream the need to develop a competitive 
and quality education program that will improve the teaching of science and 
mathematics in our country. Towards this end, this bill will provide scholarship and 
training programs for math and science teachers to pursue post-graduate studies in 
order to further equip them with skills and knowledge in their field of teaching. 
Finally, this bill seeks to establish a Mathematics and Science Fellowship Trust 
Fund in order to fund the programs of DepEd in implementing the provisions of this 
measure. 
In view of the foregoing, the passage of this measure is earnestly sought. 
Manuel “Lito” M. Lapi 
ph‘ Senator 
(\r 


THIRTEENTH CONGRESS OF THE REPUBLIC 
1 
OF THE PHILIPPINES 
1 
Third Regular Session 
1 
S E N A T E  
S. B. No. 
Introduced by Senator Manuel “Lito” M. Lapid 
AN ACT 
TO INSTITUTE A COMPETITIVE AND COMPREHENSIVE MATHEMATICS AND 
SCIENCE 
FELLOWSHIP 
PROGRAM 
FOR 
TEACHERS 
FOR 
GLOBAL 
COMPETITIVENESS AND FOR OTHER PURPOSES 
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 “Math and Science 
Teachers Competitiveness Act of 2006”. 
SEC. 2. 
Declaration of Policy. - Science and technology are essential for 
national development progress. As such, it is the policy of the State to build up the 
competitiveness of the teaching pool in the country in the field of science and 
mathematics in order to improve the quality of education in the country. Pursuant to this, 
the State shall improve the Filipino student academic achievement in science and 
mathematics by establishing the mechanisms to recruit, prepare and train math and 
science teachers to improve the quality of math and science education given to our 
students. 
SEC. 3. 
Math and Science Fellowship Program for Teachers. - There is 
hereby established a Mathematics and Science Fellowship Program for Teachers to be 
administered by the Department of Education (DepEd) to improve the competitiveness 
and teaching skills of our science and mathematics teachers all over the country. This 
program is being established to ensure that our primary and secondary school students 
are taught by well-trained mathematics and science teachers who are equipped with 
comprehensive knowledge in the subject area 
in order to significantly improve 
mathematics and science achievement scores of our students. 


Towards this end, the DepEd shall carr)' out a program lo award grants to eligible 
individuals with scholarships and to develop and implement academic programs 
designed to recruit and empower mathematics and science teachers in the country. 
SEC. 
4. 
Distribution of Awards. - The DepEd, in awarding said 
scholarship grants, shall consider the distribution of awards among eligible individuals of 
regions and geographic locations. 
Merit Review. - The Scholarship Grants to Mathematics and Science 
Teachers, as provided for under this Act, shall be given on a competitive and merit- 
reviewed basis. The criteria for an award under this Act shall include the impact of the 
award on the overall geographic distribution of the program with the objective of 
avoiding undue concentration of scholarship awards. 
Use of Grants. - The Scholarship Grants provided under this Act shall be 
used by the Department of Education to develop and implement a program to further 
train mathematics, science, and engineering teachers to become effective mathematics 
and science teachers, through developing and offering post-graduate academic degree 
programs in one or more fields of science, mathematics, and engineering that will 
prepare the teachers to become certified and licensed to teach in elementary schools 
and secondary schools; and by providing professional development programs and 
mentoring activities to scholarship recipients, both before and after they receive their 
degree, to enable the recipients to become better mathematics and science teachers. 
Application Process. - Any eligible individual who desires to be a recipient 
of the Mathematics and Science Fellowship Program for Teachers (MSFPT), as 
provided for under this Act, shall submit an application to any of the Regional and 
Provincial Offices of the Department of Education in such manner and accompanied by 
such information as the Department of Education may require. 
Recruitment and Selection of Eligible lndividuals for Math and Science 
Fellowship Program for Teachers (MSFPT). - The DepEd shall recruit eligible 
individuals for the Math and Science Fellowship Program for Teachers (MSFPT). 
Scholarship Grants provided under this Act shall be available to teachers who are 
teaching in the field of science, mathematics, or engineering. 
Eligible individuals shall be selected to receive scholarships primarily on the 
basis of academic merit, with consideration given to financial need and to the goal of 
promoting the participation of individuals in pursuing a teaching career in the field and 
science and mathematics. 
(a) 
(b) 
(c) 
(d) 
In this line, the Department shall establish criteria to ensure that individuals who 
receive MSFPT under this Act shall - 


(1) 
possess a comprehensive knowledge of the subject area to be 
demonstrate mastery of mathematics or science pedagogy and 
have a strong record of positively affecting academic achievement, as 
demonstrated by observations from supervisors and student data; 
has been teaching mathematics or science in a public primary and 
secondary school for not less than 3 years; 
possess certification in the field and level in which the individual 
primarily taught during the 3 years preceding the year for which the determination 
is made; 
taught as evidenced by a satisfactory rating on a standardized test; 
(2) 
(3) 
(4) 
(5) 
is employed as a full-time, primary and secondary mathematics or 
science teacher in an academic institution duly accredited by the Department; 
and 
possess other attributes that are linked to effective teaching, as 
Coverage of the Scholarship. - The coverage of the scholarship to be 
awarded to mathematics and science teachers shall include tuition fees, book 
allowance, reasonable stipend and transportation allowance. The maximum years of 
scholarship grant shall be determined by DepEd based on the nature of the post- 
graduate academic degree. 
Academic Performance of the Scholar. - The Scholarship Grant for 
Mathematics and Science Teachers shall be terminated for individuals who fail to 
maintain an acceptable level of academic standing in the educational institution in which 
the individual is enrolled, as determined by the Department. 
(6) 
defined by the Department. 
(e) 
(9 
(9) 
Appropriation. - To implement the provisions of this section, there is 
hereby authorized to be appropriated to the Department of Education the amount of Php 
100,000,000.00 to be used exclusively for the implementation of the Mathematics and 
Science Fellowship Program for Teachers, as defined under this Act. 
SEC. 5. 
Service Obligations of the Scholars. - 
A recipient of the 
scholarship programs provided for in this Act shall be required after graduation from the 
post-graduate degree program for which the scholarship was awarded, to undertake a 
teaching-year-service as a mathematics or science teacher to hislher parent institution 
equivalent to two (2) years for every year of scholarship grant. 
As a pre-condition of acceptance of the Mathematics and Science Fellowship 
Grant for Teachers, as provided for under this Act, a recipient shall enter into an 
agreement with the Department of Education - 


(a) 
accepting the terms of t tie scholarship pursuant tr, guidelines set forth by 
the Department; 
(b) 
agreeing to teach as at full-timt? science or mat11 teacher to hidher parent 
institution equivalent to two (2) years for every Year of the scholarship award after 
completing the course of study for which the applicant received a scholarship grant; 
(c) 
agreeing to provide the Depatdment with annual certification of 
employment and up to-date contact information ai ad to participate in surveys provided 
by the Department of Education as pqrt of an ongoing assessment program; and 
(d) 
agreeing that in the event that the recipient is determined to have failed or 
refused to carry out such service obligation, the sum of the amounts of such fellowship 
grants will be treated as a loan and collected from the applicant in accordance with 
guidelines and regulations set forth by the Department. 
SEC. 6. 
Conditions to Determine Failure 
to 
Complete Service 
Obligation. - The following conditions are herewith provided as benchmarks in 
determining whether the scholar has failed to complete the service obligation. 
If an individual who has received a scholarship under this section: 
(a) 
withdraws from the post-graduate degree program for which the award 
was made before the completion of such program; 
(b) 
under this Act; or 
(c) 
declares that the individual does not intend to fulfill the service obligation 
fails to fulfill the service obligation of the individual, as provided under this 
Act. 
SEC. 7. 
Required DepEd Clearance. - An on-going Mathematics and 
Science Fellowship Grant for Teacher (MSFGT) scholar who has not completed her/his 
scholarship service obligation but will travel out of the country shall be required to 
secure a MSFGT Travel Clearance from the Department of Education. The scholar 
shall submit to DepEd pertinent travel plan, reason for travel, destination, duration of 
travel and a guarantee of her/his return. The scholar is likewise required to sign a 
document of hislher willingness to reimburse to the DepEd the amount equivalent to the 
period left unserved in case scholar fails to return to the country. 
After having fully served the service obligations in relation to the MSFGT 
Scholarship, as provided for under this Act, the scholar shall secure a MSFGT Final 
Clearance from the Department of Education. The MSFGT Final Clearance shall be 
presented to the NBI, DFA, and BID to have her/his name cleared for issuance of NBI 
clearance for local employment or travel abroad and passport or clearance to travel out 
of the country. 


SEC. 8. 
Renewal of Math and Scienco Master Fellowships. - A recipient 
of the Mathematics and Science Fellowship Program for Teachers who has completed 
the service requirement of hislher contract may be all’owed to re-apply again and avail 
of the scholarship programs provided under the Mathumatics and Science Fellowship 
Program for Teachers. 
SEC. 9. 
Creation of a Mathematics and Science Fellowship Trust Fund. 
- There is hereby established in the Department of Education (DepEd) a trust fund in 
the initial amount of Php 300,000,000.00 pesos to be knowin as the “Mathematics and 
Science Fellowship Trust Fund”, hereafter referred to as the “MSFGT Fund” to be 
administered by the Department of Education (DepEd). 
a) 
investment of Trust Fund. - The Department shall direct the Treasurer of 
the Philippines of the Bureau of the Treasury to invest and reinvest funds in the 
Mathematics and Science Fellowship Trust Fund in public debt securities with maturities 
suitable for the needs of the Trust Fund, and bearing interest at rates determined by the 
Bureau of the Treasury, taking into consideration the current average market yield on 
outstanding marketable obligations of the country of comparable maturities. Interest 
earned shall be credited to the MSFGT Fund. 
b) 
The income accruing from the MSFGT Fund principal shall be used to 
contribute to the funding of scholarships awarded pursuant to the provisions of this Act. 
SEC. I O .  
Annual Appropriation. - The DepEd shall include in its annual 
programming and annual appropriation the amount necessary to fully implement the 
vision and objectives of this Act. 
SEC. 11. 
Review and Evaluation. - Not later than 3 years after the date of 
enactment of this Act, the DepEd shall submit to both Houses of Congress a report that 
evaluates the effectiveness of the Science and Mathematics Fellowship Program for 
Teachers, as envisioned under this Act. 
Towards this end, the DepEd shall convene an Annual Conference of Science 
and Math Teachers to foster collaboration and further disseminate information on the 
state of mathematics and science education in the country. 
SEC. 12. 
Implementing Rules and Regulations (IRR). - Within three (3) 
months from the effectivity of this Act, the Department of Education (DepEd), in 
cooperation with the Department of Science and Technology (DOST) and Commission 


on Higher Education (CHED), shall formulate the necessary Implementing Rules and 
Regulations (IRR) to carry out the provisions of this Act. 
SEC. 13. 
Repealing Clause. -All laws, decrees, executive orders, rules and 
regulations or parts thereof not consistent with the provisions of this Act are hereby 
repealed or modified accordingly. 
.. 
SEC. 14. 
Separability Clause. - If any provision or part of this Act, or the 
application thereof to any person or circumstance, is held unconstitutional or invalid, the 
remainder of this Act shall not be affected thereby. 
SEC. 15. 
Effectivity Clause. - This Act shall take effect fifteen (15) days 
from the date of its complete publication in the Official Gazette or in at least two (2) 
national newspapers of general circulation. 
Approved,