1 
Republic of the Philippines 
House of Representatives 
Quezon City, Metro Manila 
Twentieth Congress 
First Regular Session 
HOUSE BILL NO. 1900 
Introduced by Representative LORDAN G. SUAN 
AN ACT 
ESTABLISHING JOB PLACEMENT OFFICES IN PUBLIC HIGH SCHOOLS 
TO PROVIDE CAREER SERVICES TO THE YOUTH, APPROPRIATING 
FUNDS THEREFOR, AND FOR OTHER PURPOSES 
EXPLANATORY NOTE 
In 2012, the K-12 program was implemented, the goal of this program 
is not only to prepare the students for tertiary learning, but it is also to make 
sure the readiness of K-12 graduates to join the workforce and ensure that 
their knowledge, trainings, and skills are competent in the global market. 
However, K–12 graduates are currently facing two major challenges in 
the labor market: unemployment and underemployment. In July 2024, 
newly graduated college and K–12 students accounted for 43 percent of the 
total unemployed population. 
According to the Philippine Statistics Authority, the unemployment 
rate in March 2025 was 3.9 percent—identical to the rate recorded in March 
2024 and slightly higher than the 3.8 percent reported in February 2025. 
Meanwhile, the underemployment rate in March 2025 rose to 13.4 percent, 
up from 11.0 percent in the same period last year and 10.1 percent in 
February 2025. 
The Trabaho Center in High Schools can help senior highschools 
students 
in 
various 
ways 
in 
addressing 
unemployment 
and 
underemployment. It will provide job linkages and networks to employers 
with the help of local government and the Public Employment Services 
Office. 
July 15, 2025
10:28 am


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Trabaho Center will have an up-to-date database of job vacancies with 
local employers and training institutions. This allows senior high school 
students to get a comprehensive understanding of what types of jobs are 
available in the local market and what employers are looking for in potential 
employees. It allows these students to explore different job options and can 
guide them in choosing a career path that suits their preferences and 
aptitudes. 
Trabaho Center will also provide insights into different industries and 
careers. Some senior high school students might have doubts about what 
career path to choose. However, the Trabaho Center can provide them with 
details and insights about different industries, job outlooks, and labor rates. 
This will enable students to have better decision-making in choosing their 
preferred careers, thus avoiding underemployment as they will be fully 
equipped with the necessary knowledge to flourish in their field of choice. 
This bill is an essential tool for senior high school students and 
graduates to fight unemployment and underemployment during these trying 
times. It provides students with a wide range of opportunities, from job 
matching to mentorship programs, which serve as significant personal and 
professional development. With the help of the Trabaho Center, senior high 
school students can be equipped with the necessary skills to manage the 
various challenges that come with seeking meaningful employment. 
In view of the foregoing, the immediate passage of this bill is earnestly 
sought. 
LORDAN G. SUAN 
Cagayan de Oro City – 1st District 


1 
Republic of the Philippines 
House of Representatives 
Quezon City, Metro Manila 
Twentieth Congress 
First Regular Session 
HOUSE BILL NO. 1900 
Introduced by Representative LORDAN G. SUAN 
AN ACT 
ESTABLISHING JOB PLACEMENT OFFICES IN PUBLIC HIGH SCHOOLS 
TO PROVIDE CAREER SERVICES TO THE YOUTH, APPROPRIATING 
FUNDS THEREFOR, AND FOR OTHER PURPOSES 
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 “Trabaho 
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Center in Schools Act.” 
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SEC. 2. Declaration of Policy. – It is the policy of the State to promote full 
4 
employment and equality of employment opportunities for all and to afford 
5 
full protection to the youth entering the labor force. In line with the current 
6 
reforms in the education sector, the State recognizes the need to prepare 
7 
the youth in choosing the career tracks that they intend to pursue and to 
8 
aid in matching senior high school students with career opportunities after 
9 
graduation. 
10 
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SEC. 3. Definition of Terms. – For the purpose of this Act the following, 
12 
terms shall refer to: 
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a) Trabaho Center – Job Placement Office.
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b) Career Advocacy Activities – a series of activities intended to prepare
15 
students for productive career decisions that include but are not
16 
limited to career assessment and coaching, trainings, and job- 
17 
matching.
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c) Career Development Plan – annual career development tool that
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outlines the intended outcomes and strategic management of
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programs or services to collectively achieve the end goalsof the 
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Trabaho Centers. 
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d) Labor Market Information (LMI) – any information concerning the 
3 
size, composition, functions,problems, or opportunities of the labor 
4 
market or any part thereof, including but not limited to employment-
5 
related intentions or aspirations of the labor market clients. 
6 
e) National Career Assessment Examination (NCAE) – the system of 
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assessing or evaluating the potential or aptitude of each and every 
8 
high school student to guide their decisions in pursuingfurther 
9 
education or employment. 
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f) Skills Registry System (SRS) – An existing system utilized by the 
11 
Department of Labor and Employment (DOLE) containing potential 
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applicant and employment information. 
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SEC. 4. Establishment of Trabaho Centers in Schools. – Trabaho Centers 
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shall be established in all public high schools. Trabaho Centers shall workin 
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coordination with the Provincial, City, or Municipal Public Employment 
17 
Service Offices (PESOs) and shall be supervised by the Trabaho Center 
18 
Coordinators in Department of Education (DepEd) Division Offices. The 
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Trabaho Center coordinators shall encourage partnerships among 
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Educational Institutions (EI), Non- Government Organizations (NGOs), 
21 
Industry Associations and Members, and Local Government Units (LGUs) in 
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the establishment and management of the Trabaho Centers. In applicable 
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areas, existing JPOs in educational institutions shall continue to operate as 
24 
Trabaho Centers subject to the provisions of this Act, including partnering 
25 
with the private sector of NGOs for an online platform. The Trabaho Centers 
26 
shall be responsible for preparing the youth in choosing career track for 
27 
their talents, skills, and preferences and in matching these to the needs of 
28 
the current and future labor market. 
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SEC. 5. Trabaho Center Career Advocates. – All Trabaho Centers shall 
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have at least one (1) Trabaho Center Career Advocate with the following 
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functions: 
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a) Keep an up-to-date database of job vacancies from employers to 
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facilitate the exchange of labor market information between young 
35 
job seekers and employers by providing employment information 
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services specific to Senior High School, both for local and overseas 
37 
employment; 
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b) Provide job linkages and networks to employers in coordination with 
39 
the provincial, city, or municipal PESOs; 
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c) Develop and administer testing and evaluation instruments for 
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effective job selection, training, and coaching specific to young job 
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seekers currently enrolled in educational institutions. Provided, 
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Examinations are administered by qualified professionals; 
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d) Organize of coordinate career enhancement trainings of seminars for 
3 
young job seekers, as well as those who would like to pursue further 
4 
education, livelihood, or self-employment programs; 
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e) Provide career advocacy and coaching, mass motivation, and values 
6 
development activities integrated with career programs specifically 
7 
designed for Enhanced Basic Education Curriculum students; 
8 
f) Connect and partner with concerned NGOs to expand opportunities 
9 
in improving the quality of employment facilitation programs offered 
10 
in their school; 
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g) Lead the teachers within their school in the administration of the 
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annual National Career Assessment Examination (NCAE) and assist 
13 
the students in understanding how to use their test results as a guide 
14 
in choosing their career tracks; 
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h) Prepare and submit to the Trabaho Center Coordinator a school-
16 
specific annual career development plan and budget, including other 
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regular funding sources and budgetary support; and 
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i) Prepare and submit a quarterly progress report on students assisted 
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and coached to the Trabaho Center Coordinator. 
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SEC. 6. Trabaho Center in Division Offices. – Each DepEd Division Office 
22 
shall appoint a Trabaho Center Coordinator who shall: 
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a) Coordinate with the LGU, PESO, the Local School Board (LSB), and 
24 
Parent- Teacher Association (PTA) in the creation of the annual key 
25 
career planning tool for their division, taking into consideration track 
26 
preferences of students in their respective divisions and the industry 
27 
most relevant to their area; 
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b) Monitor the planning, implementation, and evaluation of career 
29 
facilitation programs and materialsof Trabaho Centers in Schools; 
30 
c) Convene Career Advocates from the different Trabaho Centers under 
31 
their respective divisions forthe creation of modules or guides 
32 
contextualized to cover their local industry; 
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d) Share best practices among divisions and other Trabaho Centers in 
34 
the country in a modality thatwould be most efficient to the 
35 
institution; 
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e) Train Career Advocates in the administration of testing and 
37 
evaluation instruments for effective job selection, counseling, career 
38 
guidance, mass motivation, and values development activities to be 
39 
implemented for the career programs. 
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f) Utilize the DOLE’s Skills Registry System (SRS) to manage the records 
41 
of transactions in relation to career facilitation and relay information 
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to Trabaho Center in Schools; 
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g) Consolidate necessary information technology structures and 
2 
systems to improve the collection, processing, analysis, report 
3 
development, and dissemination of youth career preferences and 
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existing labor market information; and 
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SEC. 7. Qualifications of Trabaho Center Career Advocates. – 
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Notwithstanding the provisions of Section 27 of Republic Act No. 9258, 
8 
otherwise known as the “Guidance and Counseling Act of 2004”, career and 
9 
employment advocates, who are not registered and licensed guidance 
10 
counselors, shall be allowed to conduct career advocacy activities for 
11 
students of the school where they are currently employed: Provided, That 
12 
they undergo training programs related to career advocacy. Career 
13 
advocates employed shall hold a non-teaching position and shall focus on 
14 
activities for youth employability programs in coordination with the DOLE 
15 
and other relevant agencies and partner institutions, both public and 
16 
private. 
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SEC. 8. Higher Education Institutions (HEIs) and Technical Vocational 
19 
Institutions (TVIs). – Higher Education Institutions (HEIs) and Technical 
20 
Vocational Institutions (TVIs) are encouraged to establish Trabaho Centers 
21 
in their schools to prepare their students in choosing career tracks fit for 
22 
their talents, skills, and preferences and in matching these to the needs of 
23 
the current and future labor market, in accordance with the provisions of 
24 
this Act. 
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SEC. 9. Information Dissemination. – The Philippine Information Agency, 
27 
in coordination with the DedEd, DOLE, and the DILG, shall ensure proper 
28 
and adequate information dissemination of the contents and benefits of the 
29 
Act to pertinent entities in all provinces, cities, municipalities, and 
30 
barangays. 
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SEC. 10. Appropriations. – The Amount necessary to implement the 
33 
provisions of this Act shall be charged against the current year’s 
34 
appropriations of the DepEd. Thereafter, such as may be necessary for its 
35 
continued implementation shall be included in the annual General 
36 
Appropriations Act. 
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SEC. 11 Implementing Rules and Regulations. – Within ninety (90) days 
39 
from the effectivity of this Act, the DepEd, in coordination with the 
40 
Department of Labor and Employment (DOLE), Department of Interior and 
41 
Local Government (DILG), Commission on Higher Education (CHEd), 
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Department of Trade and Industry (DTI) and Technical Education and Skills 
1 
Development 
Authority 
(TESDA) 
and 
other 
relevant 
agencies 
2 
shallformulate the necessary rules and regulations to implement the 
3 
provisions of this Act. 
4 
 
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SEC. 12. Separability Clause. – If any provision of this Act is held invalid 
6 
or unconstitutional, the same shall not affect the validity and effectivity of 
7 
other provisions hereof. 
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SEC. 13. Repealing Clause. – All laws, decrees, executive orders, and rules 
10 
and regulations contrary to or inconsistent with the provisions of this Act 
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are hereby repealed or modified accordingly. 
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SEC. 14. Effectively. – This Act shall take effect fifteen days from the date 
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of its publication in the Official Gazette or in at least two (2) newspapers of 
15 
general circulation.
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Approved,