Republic of the Philippines

House of Representatives!
Quezon City, Metro Manila

TWENTIETH CONGRESS
First Regular Session

House Bill No._1537

INTRODUCED BY HONORABLE AMADO CARLOS BOLILIA IV

EXPLANATORY NOTE

Article XIV Sec. 1 of the 1987 Philippine Constitution affirms the right of all Filipino
citizens to an accessible and quality education system which is relevant to the needs of the
people, the country, and of society. Republic Act No. 10533 also known as the “Enhanced
Basic Education Act of 2013” was enacted in affirmation of this state policy and to uphold
the rights of all Filipino learners. Its intention is rooted on the hope and assumption that the 2
added years under the K-12 program will provide learners more opportunities to specialize
and enhance their skills in addition to keeping up with global standards on education.
However, the results of the K-12 Program have been less than desirable. The low rankings of
the Philippines in the PISA examination conducted by the Organization for Economic
Co-operation and Development (OECD)! various subjects such as Math, Science, and
Reading Comprehension have triggered a crisis response to the worsening situation of
education in the Philippines. This situation has led parents and even educators to question the
usefulness of the K-12 Program which has, since its implementation through RA 10533, been
poorly implemented given the challenges faced by the education system’,

Addressing the problem requires legislative intervention. As such, | file this bill which
originated from the 19th Congress as Substitute Bill No. 11213 which passed 3rd reading in
and was duly transmitted to the Senate. However, due to lack of material time, it was not
enacted into law. Part of my advocacy is to improve educational outcomes for all Filipinos
and this bill can help steer the educational system back on track by providing young learners
the option to graduate from basic education after junior high school instead of continuing to
the mandatory senior high school under the K-12 system.

This bill proposes that Senior High School will not be compulsory to finish the basic
education curriculum. Junior High School graduates may opt to go into Senior High School
where they will be presented with a pathway system. In this bill, the Department of Education

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and the Technical Education and Skills Development Authority are both mandated to develop
their respective “pathways” to choose from: the University Preparatory Program, and the
Technical-Vocational Program respectively. This bill also mandates various government
agencies involved, especially the DepEd, TESDA, and the Commision on Higher Education
to enact the necessary policies for the effective implementation of this Act besides their
responsibility to develop curriculums that is relevant to the present and future needs of
society and the industry. Further, a Joint Oversight Committee composed of members of both
houses of Congress will be formed to monitor the implementation of this Act.

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

AMAPO CARLOS BOLILIA IV
Representative
4" District, Batangas


Republic of the Philippines

House of Representatives
Quezon City, Metro Manila

TWENTIETH CONGRESS
First Regular Session

House Bill No._1537

INTRODUCED BY HONORABLE AMADO CARLOS BOLILIA IV

AN ACT
PROVIDING EDUCATION PATHWAYS FOR BASIC EDUCATION STUDENTS,
AND APPROPRIATING FUNDS THEREFOR

Be it enacted by the Senate and House of Representatives of the Philippines in Congress
assembled:

SECTION 1. Short Title. — This Act shall be known as the “Education Pathways Act”.

SEC. 2. Declaration of Policy. ~ It is the policy of the State to 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. The State shall further establish, maintain, and support a
complete, adequate, and integrated system of education relevant to the needs of the people
and society.

To this end, the State shall ensure opportunities for Filipinos, regardless of age,
background, ethnicity, disability, and association, to attain their maximum potential and
enhance their employability by establishing inclusive education pathways that empower and
equip the learners with the competencies that are necessary for college or employment.

SEC. 3. Education Pathways for Completers of Junior High School. - Upon completing
Junior High School, the students shall choose between two education pathways: the
University Preparatory Program under the Department of Education (DepEd) or the
Technical-Vocational Program under the Technical Education and Skills Development
Authority (TESDA).

SEC. 4. Career Guidance and Assessments of Students. ~ Career guidance and counseling
services, including aptitude and interest assessments to assist in selecting appropriate paths,
as provided in Republic Act No. 11206, or the “Secondary School Career Guidance and
Counseling Act”, shall be indispensable and crucial in aiding the students to make informed
decisions about their preferred educational pathway.



The DepEd shall administer various relevant assessments, including Early Language,
Literacy and Numeracy Assessment and National Achievement Tests, to all elementary and
secondary students across all levels. These assessments aim to evaluate their competencies
and strengths. The results must be communicated to the students and their parents or
guardians to provide them with ample time to consider their educational and career paths.
‘These results shall also serve as a guide to the DepEd and teachers in adjusting and refining
their teaching approaches to enhance effectiveness in student learning.

The DepEd, TESDA, Commission on Higher Education (CHED), Department of
Labor and Employment (DOLE), Department of Trade and Industry (DTI), Department of
Information and Communications Technology (DICT), Philippine Chamber of Commerce
and Industry, Employers Confederation of the Philippines, National Economic and
Development Authority (NEDA), and other concerned agencies shall develop a system or a
portal where students can access data and information concerning higher and technical
education, current career and industry trends and demands, and other tools that will guide
them in their educational and career choices.

SEC. 5. University Preparatory Pathway. — The DepEd shall develop and implement a
comprehensive curriculum for Grades 11 and 12 that prepares students for admission to
colleges and universities.

This curriculum shall encompass fundamental subjects to improve and guarantee that
students acquire functional literacy and practical skills, and elective courses to allow students
to explore their interests and meet college and university admission requirements of their
chosen degree.

The DepEd shall include the University Preparatory Pathway in its education roadmap and
collaborate with the CHED, colleges, and universities to guarantee alignment between the
curriculum and college admission standards. Colleges and universities must ensure that
students can easily obtain information about their program of study or curriculum guide to
adequately prepare for their college studies.

SEC. 6. Technical-Vocational Education Pathway. - TESDA and the industry boards,
partners, experts, and practitioners, including micro, small and medium enterprises,

shall develop a variety of technical-vocational programs based on industry-driven and
industry-approved standards designed to equip students with practical skills and
competencies that are at par with industry requirements. These programs must lead to a
diploma or a higher national certificate level. The standards of these programs must further
ensure that students acquire functional literacy skills to guarantee their employability upon
completion of their chosen program and undergoing the necessary assessment for
certification.

To effectively implement the programs, TESDA and its accredited Technical
Vocational Institutions must have a sufficient number of partner enterprises to ensure that the
standards and training for these programs are aligned with current industry needs and
requirements. This collaboration shall include the conduct of a review and evaluation of the


standards every three (3) years to maintain its relevance and responsiveness to the prevailing
trends in the industry. For TESDA to undertake the prompt issuance of training regulations or
competency standards, whichever is applicable, for new and emerging skill sets, they shall
likewise strengthen existing industry boards and establish within two (2) years from the
effectivity of this Act industry boards for sectors without one.

In the development and issuance of training regulations or competency standards,
TESDA and the industry boards shall focus on higher-skill Ievel and diploma programs.
TESDA shall give preference to enterprise-based training programs for National Certification
levels III and IV, Philippine Qualifications Framework level 5, and new and emerging skills
for technical-vocational learners to enhance their skills and knowledge according to industry
needs to encourage industry stakeholders to provide enterprise-based training, apprenticeship
opportunities, and skills development.

The assessments and certifications of students under public technical-vocational
institutions and TESDA-funded programs shall be free of charge. TESDA shall implement a
system that provides subsidies to students in private education, industry, or enterprise for
their assessments and certifications by their economic standing. No student who failed at least
three (3) times may avail of the free or subsidized assessment and certification.

SEC. 7. Honors Examination. — The DepEd, in consultation with the CHED, shall
develop and administer an advanced placement exam, to be taken voluntarily by Grade 10
students in the University Preparatory Pathway, in order to assess their aptitude and readiness
to advance to a college degree.

This advanced placement exam shall give students a grade which shall correspond to
their level of proficiency and determine their eligibility to enroll to their chosen degree in a
college or university.

Students who successfully pass the advanced placement exam shall be considered
graduates of senior high school without the need to finish Grades 11 and 12, and shall be
allowed to enroll in their chosen degree the following school year, subject to other
requirements that colleges or universities may impose.

SEC. 8. Availment of the Ladderized Education Program under Republic Act No.
10647. - Upon completion of the full technical-vocational program, the student may enroll in
colleges or universities and avail of the ladderized education program for educational
advancement, The CHED and TESDA shall strengthen existing policies and implementation
of programs for the accreditation and recognition of prior learning of students.

SEC. 9. Scholarship Programs. ~ To ensure that the two educational pathways are
accessible to a broad range of students, the DepEd and TESDA shall maintain an educational
support program including scholarships for their respective students that properly and
sufficiently addresses the accessibility and availability of the pathways to the marginalized
communities and learners.


The DepEd and TESDA shall continue to make available to their respective students
the scholarship programs currently implemented in their agencies.

Scholarships in the Technical-Vocational Education Pathway shall be made
available to learners with disabilities, indigenous leamers, and those coming from
marginalized communities.

Prioritization shall also be given to students enrolled in programs with higher skill
levels or urgently needed by the industries.

SEC. 10, Program Evaluation. - The DepEd and TESDA shall regularly assess and
evaluate the effectiveness and quality of their respective education pathways. The findings of
these assessments and evaluations shall be utilized to implement essential enhancements and
modifications to ensure that the curriculum remains relevant to society.

SEC. 11. Support from Other Government Departments and Agencies. ~ The CHED,
DOLE, DTI, DICT, Department of Agriculture, Department of Science and Technology,
NEDA, Philippine Qualifications Framework National Coordinating Council, Department of
Budget and Management, and other related agencies are hereby mandated to extend the
necessary support and resources towards the effective implementation of this Act.

SEC. 12. Transition Provisions. ~ The DepEd and TESDA shall develop and refine
their respective curriculum and standards to ensure that such are highly relevant and aligned
with the current and future needs of society and industry, including emerging technologies,
skills, and workforce demands.

To ensure the effectiveness of the newly developed curriculum and standards, an
initial implementation phase for three (3) years shall be conducted in a selected number of
schools from different regions, socioeconomic conditions, and both urban and rural settings
to be determined by the agencies. The DepEd and TESDA shall conduct comprehensive
assessments during this pilot phase to evaluate the effectiveness of the curriculum and
standards in preparing the students for university and college or the workforce, and ensuring
that it meets the intended goals. The assessment shall be accessible to the public and may
undergo independent or third-party review. The DepEd and TESDA shall refine and enhance
their respective curriculum and standards after considering the feedback from various sectors
and roll out the final curriculum and standards within one (1) year from the assessment.

Upon attaining the qualification standards, the teachers and instructors under the
current Technical-Vocational Track of the Senior High School of the DepEd shall be given
preference in hiring of instructors and teachers by the TESDA for the implementation of this,
Act.


SEC. 13. Appropriations. — The amount necessary for the implementation of this Act
shall be included in the respective budgets of DepEd and TESDA in the annual General
Appropriations Act.

SEC, 14. Joint Congressional Oversight Committee. — There is hereby created a Joint
Congressional Oversight Committee (JCOC) to monitor and oversee the implementation of
the provisions of this Act. The JCOC shall be composed of five (5) members each from the
Senate and from the House of Representatives, respectively, including a member of the
minority from each chamber, to be chaired jointly by the chairpersons of the Committees on
Basic Education of both the Senate and the House of Representatives. The four (4) other
members from each chamber shall be designated, respectively, by the President of the Senate
and the Speaker of the House of Representatives.

SEC. 15. Implementing Rules and Regulations (IRR). ~ Within ninety (90) days from
the approval of this Act, the DepEd, TESDA, and CHED shall, in consultation with other
concerned stakeholders, formulate and issue the rules and regulations implementing the
provisions of this Act.

SEC. 16. Separability Clause. — If any part or provision of this Act is held invalid or
unconstitutional, other provisions not affected thereby shall remain in force and effect.

SEC. 17. Repealing Clause. - Section 4 of Republic Act No. 10533, or the “Enhanced
Basic Education Act of 2013”, is hereby amended to remove the compulsory requirement for
Senior High School in basic education.

All other laws, orders, and rules and regulations contrary to, or inconsistent with the
provisions of this Act are hereby repealed or amended accordingly.

SEC. 18. Effectivity, - Notwithstanding the non-issuance of the IRR, this Act shall take effect
fifteen (15) days after its publication in the Official Gazette or in a newspaper of general
circulation.

Approved,