Republic of the Philippines 
House of Representatives 
Quezon City, Metro Manila 
NINETEENTH CONGRESS 
First Regular Session 
House Bill No. _______ 
INTRODUCED BY REP. PM VARGAS 
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 
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 
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  
July 1, 2022
3:39 pm
945


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 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 
                                               
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  
5 Joint Memorandum Circular No. 001-2021: Constituting the Inter-Agency Task Force on the National 
Employment Recovery Strategy 2021-2023 


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, 
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.  
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  


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.  
 
In view of the foregoing, the immediate passage of this bill is earnestly 
sought. 
 
 
REP. PM VARGAS   
Fifth District, Quezon City 
                                               
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  


Republic of the Philippines 
House of Representatives 
Quezon City, Metro Manila 
NINETEENTH CONGRESS 
First Regular Session 
House Bill No. _______ 
INTRODUCED BY 
REP. PM VARGAS 
 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 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.” 
SECTION 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. 
945


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.   
 
SECTION 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 ten percent (10%) of the total Philippine workforce 
every five (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. 
 
SECTION 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. 
                                               
8 https://www.oecd.org/education/2030-project/teaching-and learning/learning/skills/ Skills_for_2030_concept_ 
note.pdf  


 
(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. 
 
(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. 
 
                                               
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%20information. 
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 
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%20information. 
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  


(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 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, and 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. 
 
                                               
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/ 
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 


(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 
 
SECTION 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.  
 
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.  
 
SECTION 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; 
 
                                               
25 ADB. 2018 


(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. 
 
(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 
 
SECTION 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; 
 
(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. 
 
SECTION 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 
 
SECTION 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:  
 
(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 data, bodies representing 
employers or sectors, ODA-funded surveys, and other alternative tech-based, 
data-science tools, among others. 
 
SECTION 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.  
 
SECTION 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; 
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.  
 


SECTION 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.  
 
SECTION 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. 
 
SECTION 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 
 
SECTION 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.  
 
SECTION 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.   
 
SECTION 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.  
 
SECTION 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.  
 
SECTION 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.  
 
SECTION 20. Commission on Higher Education (CHED). – CHED shall support 
the DTI in the accreditation of eligible training programs and partner higher 
education institutions by 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.   
 


SECTION 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 
FINAL PROVISIONS 
 
SECTION 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 of Twenty-Seven Billion Pesos 
(PHP 27,000,000,000.00) for the first year of implementation is hereby 
appropriated. 
Thereafter, 
the 
amount 
necessary 
for 
its 
continuous 
implementation shall be included in the annual General Appropriations Act.  
 
SECTION 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.  
 
SECTION 25. Implementing Rules and Regulations. – 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 
 
SECTION 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. 
 
 


SECTION 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. 
 
SECTION 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,