A
NINETEENTH CONGRESS OF THE 
REPUBLIC OF THE PHILIPPINES 
First Regular Session
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*22 JUL13 AlO '46
SENATE
S.B. No. 47G
RECEIVED BV:
Introduced by SENATOR WIN GATCHALIAN
AN ACT
PROMOTING THE ESTABLISHMENT OF PUBLIC MATH AND SCIENCE 
HIGH SCHOOLS IN PREVIOUSLY UNDERSERVED AREAS, AND 
APPROPRIATING FUNDS THEREFOR
EXPLANATORY NOTE
A progressive and economically potent society must be built by a 
formidable army of scientific minds. Without a solid workforce of scientists, 
mathematicians, engineers, and other skilled professionals, the Philippines 
will continue with an economy perennially on the brink, yet never achieving, 
full industrialization and prosperity. Data from the UNESCO Institute of 
Statistics show that there are only 186 researchers per million inhabitants in 
the Philippines, one of the lowest among ASEAN countries.1 Thailand and 
Malaysia, for example, have 963 and 2054 researchers per million 
inhabitants, respectively. To fulfill our collective goal to be the next Asian tiger 
economy, we must address this skills shortage through strategic human 
capital investments focused on the fields of Mathematics and Science.
1 UNESCO Institute of Statistics. 2020. Research and Development (Data). (See
httv://uis.unesco.ora/ gyps/ visualisations/ research-and-develoyment-spendincjA)


Since the filing of this bill in the 17th Congress, new evidence of learners’ 
dismal performance in Mathematics and Science has emerged. The latest 
results of the Programme for International Student Assessment show that our 
learners ranked second to the last in Mathematics and Science among the 
other learners in 79 countries.2 The Philippines also came in last, out of 58 
countries, in both Mathematics and Science in the 2019 Trends in 
International Mathematics and Science Study.3 In the Southeast Asia Primary 
Learning Metrics 2019, only 17% of Grade 5 learners met the minimum 
standards in Mathematics expected for ‘end of primary’.4
The results of these international assessments also confirm prior 
insights from the National Achievement Test, the latest being in SY 2017-18, 
where the average performance of learners was 37% in Mathematics and 29% 
in Science, both falling within the low proficiency level.
A universal tenet of quality education, consistently reported by 
reputable education experts and enshrined in the 1987 Constitution, is 
ensuring equitable access to education. This entails ensuring access to all 
forms of education, including specialized Mathematics and Science curricula. 
However, this type of high-valued and essential education is only available to 
the few qualified learners that are admitted to either one of the 15 Philippine 
Science High School campuses, 17 Regional Science High Schools, or those 
who are fortunate enough to live near one of the other science high schools 
scattered across the country.
2 OECD. 2019. Programme for International Student Assessment 2018 Results. (See 
https://WWW, oecd. ora/visa/vublications/visa-2018-results. Mm)
3 Mullis, I. V. S., Martin, M. O., Foy, P., Kelly, D. L., & Fishbein, B. 2020. TIMSS 2019 
International Results in Mathematics and Science. Boston College, TIMSS 8s PIRLS 
International Study Center. (See httvs://timssandvirls.bc.edu/timss2019/international- 
results/)
4 UNICEF 8s SEAMEO. 2020. SEA-PLM 2019 Main Regional Report, Children’s learning in 6 
Southeast Asian countries. United Nations Children’s Fund (UNICEF & Southeast Asian 
Ministers of Education Organization (SEAMEO) - SEA-PLM Secretariat. (See 
httvs://www.seavlm.org/index.phv?ovtion=com k2&view-item&id=:r28:sea-vlm-2019-main- 
reaional-revort-children-s-leamina-in-6-southeast-asian-countries&lanq=en)


This legislation seeks to reduce the gap 
in terms of access to specialized education in the aforementioned subject 
areas. The establishment of a new structure of accessible math and science 
high schools across the Philippines, particularly in all provinces that do not 
have at least one (1) public math and science high school currently operating 
within their respective geographical boundaries, will allow capable and willing 
students who have been hindered by geographic and economic barriers to 
pursue specialized education.
A robust research and development sector is essential to achieving 
high-income status. This specialized academic preparation opens doors to 
critical thinking, financial literacy, and evidence-based decision-making. 
These skills are highly critical to the improvement of the nation’s economy, as 
it relies on a workforce proficient in math and science.
In time, this investment in human capital will pay dividends as these 
ambitious young students become the next science-related professionals of 
our country, equipped with the skills and competencies required to reach 
their full potential. Thus, support for the passage and approval of this 
legislation is earnestly sought.
fATCHALI


NINETEENTH CONGRESS OF THE 
REPUBLIC OF THE PHILIPPINES 
First Regular Session
]
of the ftirp
■22 JUL 13 AlO :46
SENATE
476
S.B. No.
RKE1V03 BY.
Introduced by SENATOR WIN GATCHALIAN
AN ACT
PROMOTING THE ESTABLISHMENT OF PUBLIC MATH AND SCIENCE 
HIGH SCHOOLS IN PREVIOUSLY UNDERSERVED AREAS, AND 
APPROPRIATING FUNDS THEREFOR
Be it enacted by the Senate and House of Representatives of the Philippines in 
Congress assembled:
1 
Section 1. Short Title. - This Act shall be known as the “Equitable
2 
Access to Math and Science Education Act”.
3
4 
Sec. 2. Declaration of Policy. - It is hereby declared a policy of the
5 
State to provide equitable access to quality education in the pure and applied
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sciences, mathematics, and technology for all Filipinos as a means to nurture
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future generations of scientists, mathematicians, engineers, and other
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professionals who will serve the nation as catalysts for scientific,
9 
technological, and industrial progress.
10 
Pursuant to this declaration, the State shall collaborate with local
11 
government units (LGUs) to eliminate economic and geographical barriers
12 
that restrict the access of otherwise willing and qualified students to said
13 
education.


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Sec. 3. Coverage. - All provinces which do not have at least one (1) 
public math and science high school operating within their respective 
geographical boundaries at the time this Act takes effect shall be required to 
fulfill the establishment requirements under Section 4 of this Act.
For purposes of this Act, the term public math and science high school 
shall refer to a school principally financed through national or local 
government funds that implements an advanced curriculum focused on 
science, mathematics, and technology subjects, for students from grades 7 to 
12.
Sec. 4. Establishment of Schools. - All provinces covered by the 
immediately preceding section are hereby mandated to work with the 
Department of Education (DepEd) to establish at least one (1) public math 
and science high school within their respective provincial capitals.
Schools may be established pursuant to this Act through construction 
of new school facilities, conversion and/or reorganization of an existing 
school, or renovation and re-opening of currently non-operational school 
facilities or other idle government-owned properties: Provided, That these 
schools must be fully operational by Academic Year 2023-2024: Provided, 
further, That any utilization of idle government-owned assets shall follow 
pertinent procedures as prescribed by law: Provided, finally. That schools 
which have been designated by the DepEd as fully compliant under this Act 
may start operations earlier than the prescribed deadline.
Sec. 5. School Operations. - Schools established in compliance with this 
Act shall be operated by the DepEd, with the proper participation of the 
applicable LGUs and other community shareholders as prescribed by law. 
Said schools shall be funded in full under the budget of the DepEd and shall 
be included in the annual General Appropriations Act (GAA).
Sec. 6. Admissions. - Schools established in compliance with this Act
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shall accept applicants based on the results of a competitive entrance 
examination. A student may be eligible to apply for admission to said school 
only if he or she has established continuous residence within the establishing 
province for at least one (1) year upon the date of examination.
Sec. 7. Curriculum. - Schools established in compliance with this Act 
shall implement a six-year integrated junior-senior high school curriculum 
that focuses on advanced science, mathematics, and technology subjects 
under the guidance of the DepEd and the Department of Science and 
Technology (DOST). The revised curriculum of the Philippine Science High 
School System for Grades 7 to 12 shall be used as basis for the formulation 
of said curriculum.
Sec. 8. Higher Education Bond. - A graduate of a school established in 
compliance with this Act shall be required to enroll in a four- or five- year 
Bachelor’s Degree in Science program at an accredited college or university. 
Said graduate must enroll in one of the following fields: 
pure and applied sciences, mathematics, engineering, technology, or any 
other field deemed appropriate by the Commission on Higher Education 
(CHED). A graduate who shifts or transfers to a course in any unrelated field 
prior to completion of the degree program shall pay a fine equivalent to the 
total full cost incurred by the government in subsidizing the secondary 
education program of said graduate, as calculated by the DepEd. 
Any fine collected under the terms of this provision shall be allocated to any 
government program that promotes the advancement of science, 
mathematics, and technological education in the Philippines.
Sec. 9. Appropriations. - The amount of Five Hundred Million Pesos 
(P500,000,000.00) is hereby initially appropriated to implement the 
provisions of this Act. Thereafter, such amount necessary to effectively carry 
out these provisions shall be included in the annual GAA.


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Sec. 10. Implementing Agencies. - Within sixty (60) days from the 
effectivity of this Act, the DepEd, in coordination with the DOST and the 
CHED, shall issue the rules and regulations implementing its provisions. The 
Implementing Rules and Regulations (IRR) issued pursuant to this section 
shall take effect thirty (30) days after its publication in a newspaper of general 
circulation.
Sec. 11. Separability Clause. - If any provision of this Act is held invalid 
or unconstitutional, the other provisions not so declared shall remain in force 
and effect.
Sec. 12. Repealing Clause. - All other laws, executive orders, 
presidential decrees, administrative orders, rules and regulations, issuances, 
or parts thereof contrary to or inconsistent with the provisions of this Act are 
hereby repealed or amended accordingly.
Sec. 13. 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,