Republic of the Philippines 
HOUSE OF REPRESENTATIVES 
Quezon City 
NINETEENTH CONGRESS 
First Regular Session 
HOUSE BILL NO. _______ 
Introduced by REP. JOSE FRANCISCO “KIKO” B. BENITEZ, Ph.D. 
EXPLANATORY NOTE 
Quality education is the cornerstone of progress and wealth of a nation. Corollary to this is 
finding that the quality of the education system cannot exceed the quality of its teachers.1 The 
wisdom of these statements are enshrined in the 1987 Philippine Constitution. It clearly 
provides that it shall give priority to education, science and technology, arts, culture and sports 
to foster patriotism and nationalism, accelerate social progress, and promote total human 
liberation and development.2 
Article XIV of the 1987 Philippine Constitution pushes this further as it highlights that the 
State shall protect and promote the right of all citizens to quality education at all levels and 
shall take appropriate steps to make such education accessible to all. It likewise provides that 
the State shall enhance the right of teachers to professional advancement. Thus, in establishing, 
maintaining, and supporting the complete, adequate and integrated system of education 
relevant to the needs of the people and society, it is important to uplift the image of the teaching 
profession and encourage and attract the best to teach.  
For our elementary school students, the 2019 TIMSS report showed the marked decline in 
scores in mathematics and science achievement measuring Grade 4 students of the Philippines, 
which are the lowest scores among the 58 countries involved in the study.3  The SEA-PLM 
2019 Main Regional Report revealed that only ten percent (10%) of our Grade 5 students met 
the proficiency standards of reading, two percent (2%) in writing, and seventeen percent (17%) 
in mathematics. The same report showed that more than half of our Grade 5 students are taught 
by teachers who got training in the language of instruction from in-service trainings or none at 
all.  
For fifteen-year old students, the OECD 2018 PISA Country Note for the Philippines 
summarized that - “Fifteen-year-old students in the Philippines scored lower in reading, 
mathematics and science than those in most of the countries and economies that participated 
in PISA 2018. xxx No country scored lower than the Philippines and the Dominican Republic. 
xxx Over 80% of students in the Philippines did not reach a minimum level of proficiency in 
reading, which is one of the largest shares of low performers amongst all PISA-participating 
1https://www.mckinsey.com/~/media/mckinsey/industries/public%20and%20social%20sector/our%20i
nsights/how%20the%20worlds%20best%20performing%20school%20systems%20come%20out%20
on%20top/how_the_world_s_best-­performing_school_systems_come_out_on_top.pdf    
2  1987  Philippine  Constitution,  Article  II,  Section  17.  
3  In  the  2019  TIMSS  report,  the  Philippines  score  decreased  by  61  points  (from  358  in  2003  to  297)  and  
83  points  (from  a  score  of  332  in  2003  to  249)  in  mathematics  and  science  achievement,  respectively. 
July 6, 2022
5:04 pm
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countries and economies.4” Notably, even the highest performing Filipino students assessed 
scored only around OECD average.  
 
Following PISA 2018’s findings that teacher certification appears to make little difference in 
students’ learning outcomes, the World Bank recommended strengthening the enrollment 
requirements and providing merit-based scholarships for students entering pre-service teacher 
training institutions.5  
   
It can reasonably be foreseen that this cycle of underperformance will only be aggravated 
further in light of the state of public health emergency that was declared in March 2020 due to 
the Covid-19 pandemic that continues to plague the world. Under the new normal, minimum 
health standards and protocols require minimal to zero face-to-face interaction, and students 
are made to rely on learning materials to continue their education. This has resulted to a crisis 
in learning, where poor content quality in modules and distance learning materials are prevalent 
and continue to surface for all grade levels.  
 
According to UNESCO, research6 has shown that teachers, more than any other constituent 
group in education, determine educational quality and student achievement. In particular: 
“Research studies have shown positive associations between student achievement and 
teachers’ academic skills, level of content knowledge, years of experience and participation in 
content-related professional development opportunities.”7 
 
The Education Commission of 1991 (EDCOM) reported that at the heart of the problem in our 
education system is that our teachers are poorly trained. The Commission recommended, 
among others, to strengthen pre-service teacher education. It called for higher admission 
requirements in teacher education programs, which included aptitude and motivation.8  
 
Among the policies enacted, following the EDCOM, was Republic Act No. 7784 or “An Act 
to Strengthen Teacher Education in the Philippines by Establishing Centers of Excellence, 
Creating a Teacher Education Council for the Purpose, Appropriating Funds Therefor, and for 
Other Purposes.” This law provided for a system of incentives, including strengthening the 
education and training of teachers nationwide through a national system of excellence for 
teacher education.  
 
While there have been initiatives granting financial assistance to targeted beneficiaries, such 
as scholarships under (1) Technical Education and Skills Development Authority TESDA, the 
(2) Indigenous Peoples Rights Act, the (3) National Agriculture and Fisheries Education 
System, (4) Agriculture Competitiveness Enhancement Fund Scholarship, the (5) Science and 
Technology Scholarship Act of 1994, the (6) Fast-Tracked Scholarship Act of 2013, the (7) 
Expanded Government Assistance to Students and Teachers in Private Education Act, (8) 
Student Grants-in-Aid Program for Poverty Alleviation of the CHED and the (9) Department 
of Social Welfare and Development, which shall be harmonized and strengthened under the 
(10) Unified Student Financial Assistance System for Education (UNIFAST) established under 
	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  
4https://www.oecd.org/pisa/publications/PISA2018_CN_PHL.pdf?fbclid=IwAR35Uhcq2t2Si7zm1aC9v
O8gSRSXGhc-­ThSQCQMttGpRrPX5BQWhEBkmVaU    
5  World  Bank  Group  (2020)  PISA  2018  Country  Report.  
6  http://uis.unesco.org/sites/default/files/documents/teachers-­and-­educational-­quality-­monitoring-­
global-­needs-­for-­2015-­en_0.pdf    
7  Ibid.  
8  Congressional  Commission  on  Education  (1991)  Making  Education  Work:  An  Agenda  for  Reform	
  


Republic Act No. 10687, as amended by Republic Act No. 10931, the cycle of 
underperformance of Filipino students remain. Moreover, these initiatives are not focused on 
the production of high-quality teachers for primary and secondary public school education.  
On 15 May 2013, attempts to address teacher education and training (§7, RA 10533) as well 
as hiring of graduates and other specialists in subjects with a shortage of qualified applicants 
(§8, RA 10533) were incorporated into Republic Act No. 10533 or the Enhanced Education
Act of 2013. However, as can be gleaned from the continued underperformance of young
Filipino students in international rankings, improving teacher quality through teacher education
and training still lacks the widespread support and prioritization that it requires.
Thus, there is a need to not only attract the best to teach but also to uplift the image of teaching 
professionals and to support the job placement of qualified teachers, especially in the primary 
and secondary public education system. The Teacher Education for Achievers (TEACH) 
Program, which this bill seeks to enact, implements the recommendations of above-mentioned 
international and local studies. It brings incentives to develop high-achiever students as 
effective teachers. The TEACH Program is a merit-based program where applicants have to 
pass competitive examinations, both in partner schools and in the program application. It 
follows a fast-tracked model of teacher education program recruitment. It recruits career-
shifters to pursue a Certificate in Teaching Program (CTP) and junior-level undergraduates to 
complete teacher education programs.  
Prospective teachers have to be prepared academically, socially, and psychologically, too. A 
proven means to do this is through mentorship, which is at the heart of the TEACH Program, 
where grantees will be guided by vetted and qualified mentors. The SEAMEO Innotech study 
on Teacher Motivation showed that mentors inspired students to take up a similar path of 
teaching.  In turn, the students, when they become teachers, have more commitment in staying 
in the teaching profession. 
This crisis in learning is a strong and urgent call for the state to respond and address the quality 
of learning outcomes through policies and practices that have been successfully applied in best-
performing school systems of other countries where pre-service and in-service teacher 
education is prioritized.  
Change needs to happen now. Support for the immediate passage and approval of this timely 
legislation is earnestly sought. 
JOSE FRANCISCO “KIKO” B. BENITEZ 


Republic of the Philippines 
HOUSE OF REPRESENTATIVES 
Quezon City 
NINETEENTH CONGRESS 
First Regular Session 
HOUSE BILL NO. _______ 
Introduced by REP. JOSE FRANCISCO “KIKO” B. BENITEZ, Ph.D. 
AN ACT 
IMPROVING TEACHER QUALITY THROUGH THE ESTABLISHMENT OF A 
TEACHER EDUCATION FOR ACHIEVERS PROGRAM, APPROPRIATING FUNDS 
THEREFOR, AND FOR OTHER PURPOSES 
Be it enacted by the Senate and the House of Representatives of the Philippines in Congress 
assembled: 
CHAPTER I 
GENERAL PROVISIONS 
SECTION 1. Short Title. – This Act shall be known as the “Teacher Education for Achievers 
(TEACH) Act of 2021.” 
SECTION 2. Declaration of Policy. – The State recognizes the invaluable role of teachers as 
agents of constructive social, economic, moral, intellectual, cultural and political change in 
school and the community, within the context of national policies. To this end, the State 
promotes and uplifts the image of teaching professionals as a source of national pride. It is 
likewise declared that in order to protect and promote the right of all citizens to quality 
education at all levels, the State shall prioritize accessible and quality teacher education, 
learning and development, and placement and professionalization of teaching professionals.  
To implement this, the State shall provide scholarships to qualified applicants to enable them 
to pursue education and training in the areas of learning and education and to provide incentives 
for them to be teachers in the public primary and secondary school system, including TVET, 
SHS, SPED, wherever public interest may require.  
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CHAPTER II 
ESTABLISHING THE TEACHER EDUCATION FOR ACHIEVERS PROGRAM 
 
SECTION 3. Establishment of the Teacher Education for Achievers Program. – The Teacher 
Education for Achievers Program (the “TEACH Program”) is hereby established. The Program 
shall provide the quality pre-service teacher education to the best and brightest. It shall ensure 
that future teachers are classroom-ready and contributors to improved learning outcomes by 
providing the best training, full financial and psychosocial support, and employment assistance. 
 
SECTION 4. Approved Courses and Priority Programs. Recipients shall pursue degrees in 
teacher education in the partner Teacher Education Institution (“TEI”), as identified and 
approved by the Department of Education (the “DepEd”) as priority education degrees. For its 
initial implementation, the TEACH Program shall offer two tracks: (1) Certificate in Teaching 
Program (CTP) track – for those who are graduates of any bachelor’s degree except in 
Education; and (2) Undergraduate Level track – for incoming third year college students. 
Recipients may pursue the completion of the appropriate degree from any of the following: 
(a)  Bachelor of Early Childhood Education; 
(b)  Bachelor of Special Education; 
(c)  Bachelor of Elementary Education; 
(d)  Bachelor of Secondary Education (major in any of the following: English, Biology, 
Chemistry, General Science, Mathematics, or Physics); 
(e)  Bachelor of Science in Chemistry for Teachers; 
(f)   Bachelor of Science in Mathematics for Teachers; 
(g)  Bachelor of Science in Physics for Teachers; 
(h)  Bachelor of Science in Biology for Teachers; 
(i)   Certificate in Teaching Program or its equivalent;  
(j)   Similar degrees, as may be approved by the DepEd. 
 
SECTION 5. Qualifications. –The minimum qualifications that the applicants must possess to 
apply for the TEACH Program are:  
(a)  Must be a Filipino citizen residing in the Philippines; 


(b)  Must pass the qualifying examination system, comprised of the selection process and 
the aptitude test for teachers as well as the appropriate examination and assessment by 
the TEI;  
(c)  Must have at least an 85% general weighted average or its equivalent in the degree that 
he or she is currently enrolled in or graduated from; 
(d)  Must not have service obligations under other programs in conflict with the TEACH 
Program obligations. 
 
The DepEd shall promulgate and periodically review the qualification criteria of applicants for 
the TEACH Program. 
 
CHAPTER III 
PROGRAM COMPONENTS, INCENTIVES AND RETURN OF SERVICE  
 
SECTION 6. Key Components of the Program. – The TEACH Program is designed and 
structured to provide holistic support for the grantees, whether it be physical, psychosocial and 
academic, to help them towards their career as future teachers. This includes the following: (1) 
scholarship package outlined in Section 7 hereof, (2) the provision of continuous mentorship 
and training and development to the TEACH Program grantees, based on their actual needs, 
(3) teaching position upon graduation, and (4) other incentives outlined in Section 10 hereof.  
 
The DepEd and CHED, through the Teacher Education Council, shall provide screening 
guidelines for highly competent faculty and professionals from the TEIs who will qualify and 
serve as mentors under this Program. 
 
SECTION 7. Scholarship Component of the TEACH Program. – TEACH Program grantees 
shall be eligible to receive the following: 
(a)  Tuition, laboratory, miscellaneous and other related school fees,  
(b)  Allowance for prescribed books, supplies, equipment; 
(c)  Clothing or uniform allowance; 
(d)  Transportation allowance or allowance for dormitory or boarding house 
accommodation, whichever is appropriate; 
(e)  Graduation and related miscellaneous fees; 
(f)   Relocation allowance, if applicable; 


(g)  Professional Teachers board review fees and licensure fees: Provided, that the support 
shall only be limited to the first licensure examination of the scholar, taken within five 
years from graduation;  
(h)  Annual medical and accident insurance, and related health reimbursements; and 
(i)   Monthly living allowance. 
 
DepEd shall be responsible for the proper implementation and disbursement of the monies 
arising from this Section. Guidelines on proper disbursement of funds shall be issued within 
ninety (90) days from the effectivity of this Act.   
 
SECTION 8. Conditions for the Grant of Scholarship. – Scholars accepted to the TEACH 
Program must execute a service contract, subject to the following:  
(a)  Commitment to immediately pursue his or her pre-service teacher education program 
and must finish the entire program within the prescribed time frame and subject to the 
retention policies of the TEI; Provided, that the scholar may be allowed, for valid and 
justifiable reasons, to file for a leave of absence for one (1) academic period; 
(b)  Commitment to teach full-time in the public primary and secondary education system, 
where public interest requires;  
(c)  Commitment to repay the amounts disbursed pursuant to the terms of their service 
contract, if the grantee drops out from the approved degree program where grantee is 
currently enrolled in; and 
(d)  Commitment to all the other terms and conditions of the scholarship, as provided under 
this Act and as may be prescribed in the implementing rules and regulations. 
 
Failure to comply with the terms and conditions of the service contract will result in the full 
repayment of the scholarship monies and penalties, as applicable, within an approved period.   
 
SECTION 9. Service Obligations. – As their Return of Service (“ROS”), the TEACH Program 
grantees shall teach full-time in the public primary and secondary education system, where 
public interest requires. The Program scholar’s ROS shall be at least three (3) years for each 
year of the scholarship or a fraction thereof, in a public school primary or secondary school, as 
may be approved by the DepEd; Provided, that the DepEd shall not consider practicum 
teaching as return service under this provision. These service obligations may be amended, 
subject to the service contract, as approved by the DepEd. 


 
SECTION 10.  Incentives. – Successful TEACH Program grantees are entitled to the following 
incentives:  
(a)  Scholarships in identified TEIs for the approved courses and priority programs under 
Section 4 of this Act;  
(b)  Pass the Licensure Examination for Teachers (LET) within five (5) years after their 
date of hiring; 
(c)  A teacher position in a public primary or secondary school with a starting salary grade 
equivalent to Teacher III; 
(d)  Receipt of appropriate salaries and other benefits for services rendered under the 
mandatory job placement as ROS under Section 10 (c) of this Act; and 
(e)  A one-time relocation allowance, should he/she be assigned in a place other than his/her 
permanent residence. 
(f)   Continued teacher education and training through the scholarships granted under 
Republic Act No. 10533 or the “Enhanced Basic Education Act of 2013”. 
 
CHAPTER IV 
IMPLEMENTATION 
 
SECTION 11.  Program Recruitment Plan. – The DepEd and CHED, through the Teacher 
Education Council (“TEC”) created under Republic Act No. 7784, shall develop an annual 
implementation plan which will include a thorough teacher demand analysis and recruitment 
campaign to attract incoming undergraduate students and program shifters to the Program. 
 
SECTION 12. Selection of Eligible Teacher Education Institution. – TEACH Program 
grantees may only complete their approved course/program under Section 4 of this Act through 
eligible partner TEIs. A public or private TEI may be eligible for partnership/coverage under 
this Program, subject to compliance with any of the following conditions: 
(a)  must have its teacher education program accredited as a Center of Excellence level, or  
(b)  must have its teacher education program accredited as a FAAP Level IV, or 
(c)  must have a BLEPT passing rate of at least 75% passing rate in six of the last ten years.  
 
The TEI shall be subject to a service partnership contract that will outline the terms and 
conditions of its coverage under this Program. 


 
SECTION 13. Department of Education (DepEd). – The DepEd shall be the lead 
implementing agency of the provisions of this Act. It shall establish a TEACH Program 
Management Unit that shall be responsible for the evaluation, award-giving, and monitoring 
and evaluation of all scholarship grants and awardees; Provided that, administrative expenses 
must not exceed five percent (5%) of the total budget per year.  
 
DepEd shall ensure hiring of qualified graduates under this Program as public school teachers 
with the incentives outlined under Section 10 of this Act, and coordinating the same with the 
Civil Service Commission and the Department of Budget and Management. DepEd will 
provide forward estimates of teacher needs for every specialization and level to help in 
mapping out the scholar recruitment plan under Section 11. It will coordinate with its regional 
offices to ensure regional support and coordination with other offices in the implementation of 
this program; Provided that, additional staff will be provided to DepEd regional offices in 
support of the Program, as necessary. The DepEd, through the TEC, shall ensure that the 
policies for the program are supported by relevant stakeholders; and shall ensure the continuous 
monitoring and evaluation, including the impact of hiring of teaching professionals facilitated 
through Section 8 of Republic Act No. 10533 or the “Enhanced Basic Education Act of 2013” 
and Republic Act No. 10612 or the Fast-Tracked S&T Scholarship Act of 2013.  
 
SECTION 14. Commission on Higher Education. – CHED shall lead in setting the standards 
for and validation of the qualifications of partner TEIs and continue to monitor the eligibility 
of the partner TEIs, to ensure the Program’s effective and efficient implementation. CHED 
shall submit the necessary information to DepEd to help with the implementation of this 
Program. It shall continue to improve and uplift the quality standards for TEIs and higher 
education to expand the number of eligible TEIs for the TEACH Program.  
 
CHED shall take the lead in coordinating with the Unified Student Financial Assistance System 
for Tertiary Education (UniFAST) Board under Republic Act No. 10931, to ensure 
complementarity and harmonization with this Act.  CHED shall ensure that the scholarships 
for in-service teacher education under Section 10(f) are made available to the Program 
grantees.  
 


SECTION 15. Teacher Education Council. – The TEC will provide multi-stakeholder support 
for the TEACH Program in determining the policy, monitoring and evaluation assistance for 
the Program. It will lead the creation of a monitoring and evaluation plan for the Program, 
including an impact evaluation study to be initiated in the fifth year of the Program and every 
two years thereafter, including an outcome tracking system for the scholar-graduates. From the 
impact evaluation study, it will make recommendations regarding teacher education policies, 
planning and teacher education development projects.  
 
SECTION 16. Teacher Education Institutions (TEIs). – Partner TEIs will help in the 
administration of the Program in their respective schools, subject to the terms and conditions 
of their commitments under Section 12 of this Act. Every TEI is tasked with the rigorous 
selection and monitoring of the mentors for the Recipients of the Program. It shall ensure pre-
service teacher education that is innovative and responsive, taking into account student-
learning-centered professional teaching of knowledge and skills for educators who will have a 
strong sense of professionalism, moral character and with strong respect for diversity, and 
ethnic cultures, concern for society, and international vision.  
 
CHAPTER V 
MISCELLANEOUS PROVISIONS 
 
SECTION 17. Appropriations. – The amount necessary for the implementation of this Act 
shall be charged against the available appropriations of the Department of Education, under the 
current General Appropriations Act. The Secretary of Education shall immediately include in 
the DepEd’s budget the amount necessary for the effective implementation of this Act. An 
initial appropriation for Eight Hundred Forty-Six Million Pesos (PHP 846,000,000.00) for the 
first year of implementation. Thereafter, the amount necessary for its continuous 
implementation shall be included in the Annual General Appropriations.  
 
Section 18. Other Sources of Funding. Other sources of funds such as grants, donations, 
collections and other forms of assistance from public or private entities, whether domestic or 
foreign, may be tapped and facilitated by the DepEd in relation to the implementation of the 
TEACH Program. 
  


SECTION 19. Review and Monitoring. – The DepEd, through the TEC, shall report to the 
President and Congress after the first five (5) 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 TEC government agencies are also tasked to monitor the implementation 
of the TEACH Program as well as the actual hiring in public schools of the TEACH Program 
graduates, and to undertake such studies and include these in their respective annual reports.  
 
SECTION 20. Implementing Rules and Regulations (IRR). – Within one hundred twenty 
(120) days from the effectivity of this Act, the Department of Education through the Teacher 
Education Council, and in consultation with the National Economic Development Authority, 
Commission on Higher Education, Department of Science and Technology, Technical 
Education and Skills Development Authority, Civil Service Commission and Department of 
Budget and Management, 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. Copies of the IRR as published 
shall be transmitted to the Chairs of the Committees on Basic Education and Higher Education 
in the Senate and the House of Representatives, no later than six (6) months after the effectivity 
of this Act. 
 
SECTION 21. 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 22. 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 23. Effectivity. - This Act shall take effect fifteen (15) days after its publication in 
the Official Gazette or in any newspaper of general circulation. 
 
Approved,