Republic of the Philippines
HOUSE OF REPRESENTATIVES
Quezon City

SEVENTEENTH CONGRESS
Second Regular Session

HOUSE BILL NO. _'7354

Introduced by: “KUYA” JOSE ANTONIO R. SY-ALVARADO

EXPLANATORY NOTE

The K to 12 program is globally recognized to provide sufficient time for mastery of
concepts and skills, develop lifelong learners, and prepare graduates for tertiary education,
middle-level skills development, employment and entrepreneurship.

This program is advantageous not only in cultivating the learning of each student but also
prepares them to become globally competitive for employment after completing Grade 12.
Unfortunately, there is no guarantee that the young graduates of K to 12 program will
automatically gain employment since there is no support that will help them find a job.

The purpose of this bill is to create an employment placement office or Trabaho Centers
in every public high schools in the country to bridge the gap between the demands of the job
market and the supply of young graduates with their respective skill set and training. Among the
functions of Trabaho Centers or Employment placement office shall include coordinating with
different industries and business corporations to our academic institutions for possible working
opportunities, providing career coaching for students and eventually facilitating the employment
of young graduates.

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

“KUYA” JOSE NIO R. SY-ALVARADO
Representative

First District of Bulacan


Republic of the Philippines
HOUSE OF REPRESENTATIVES
Quezon City

SEVENTEENTH CONGRESS
Second Regular Session

7354

HOUSE BILL NO.

Introduced by: “KUYA” JOSE ANTONIO R. SY-ALVARADO’

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 “7rabaho Center in Schools
Act”.

SEC. 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.

SEC. 3. Definition of Terms. — For the purpose of this act, the following terms shall refer

(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 Careers.

(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.

(c) Skills Registry System (SRS) ~ an existing system utilized by the Department of
Labor and Employment (DOLE) containing potential applicant and employment
information.


SEC. 4. Establishment of Trabaho Center in Schools. — Job Placement Offices (JPOs),
hereinafter referred to as “Trabaho Centers,” shall be established in all public high school, 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 Education 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 Trabaho Centers subject to the provisions of this Act.
School 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 Center 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.

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

(a) Keep an 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 of 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
institution. 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 integrated in career programs specifically designed for Enhanced Basic
Education Curriculum students;

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

(g) Lead the teacher 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

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


SEC. 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 Schoo! 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
division 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,

(©) Convene Career Advocates from the different Trabaho Centers in the country in a
modality that would be most efficient to the institution;

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

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

(£) Utilize the DOLE’s Skills Registry System (SRS) to manage the record 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 of youth career
preferences and existing labor market information; and

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

SEC. 7. Qualification of Trabaho Center Career Advocates, ~ Notwithstanding the
provisions of Sections 27 of Republic Act No. 9258, otherwise known as the “Guidance and
Counseling Act of 2004”, career and employment advocates, who are not registered and licensed
guidance counsellors, 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.

SEC. 8. Higher Education Institutions (HEIs) and Technical Vocational Institutions
(TV1s) - Higher Education Institutions (HEIs) and Technical Institutios (TVIS are encourage to
establish Trabaho Centers in their Schools to Prepare their students in choosing career tracks fit
for their talents, skill, and preferences and in matching these to the needs of the current and
future labor market, in accordance with the provisions of this Act.

SEC. 9. Information Dissemination. — The Philippines Information Agency, in
coordination with the DepED, DOLE and 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.


SEC. 10. Appropriations. — The amount necessary to implement the provisions of this
‘Act shall be charge 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.

SEC. 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

SEC. 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.

SEC. 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.

SEC. 14, Effectivity. - This Act shall take effect fifteen (15) days from the date of its
publication in the Official 6r in at least two (2) newspapers of general circulation.