NINETEENTH CONGRESS OF THE
)
REPUBLIC OF THE PHILIPPINES
)
First Regular Session
HOUSE OF REPRESENTATIVES
HOUSE BILL NO. ____
Introduced by REPRESENTATIVE VIRGILIO S. LACSON
EXPLANATORY NOTE
In our effort to provide quality education to our students in the primary, secondary
school system, it is of paramount importance to invest in the development of an adequate
pool of highly qualified, motivated and globally competitive teachers to enable and
strengthen the Philippines in its aim of producing globally competitive students. To this
end, the State needs to craft well-designed and implemented teacher training development
programs that are essential components of a comprehensive system of teaching and
learning.
This bill aims to produce teachers who are classroom-ready by providing the best
training, full financial and psychosocial support, and employment assistance to qualified
grantees. The benefits under this grant are 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.
This bill also provides opportunities to graduates of other courses to enter the
program, take teaching units, and arm themselves with tools of pedagogy. Through studying
in identified partner Teacher Education Institutions, future teachers can discover new
teaching strategies, develop different lecture styles and curricula to better suit the needs of
their students.
July 28, 2022
1:46 pm
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The scarcity of highly trained, qualified teachers threatens students’ ability to learn.
This fact has been obvious in our recent performance in global competitiveness indexes.
Being a country whose ranking in the for International Student Assessment remains in the
bottom half in recent years, the need to develop more competitive teachers is imperative.
In view of the foregoing, I therefore urge my colleagues to ensure the immediate
passage of this bill into law. 
VIRGILIO S. LACSON
Manila Teachers Party-list


NINETEENTH CONGRESS OF THE
)
REPUBLIC OF THE PHILIPPINES
)
First Regular Session
HOUSE OF REPRESENTATIVES
HOUSE BILL NO. ____
Introduced by REPRESENTATIVE VIRGILIO S. LACSON
AN ACT
ESTABLISHING THE TEACHER EDUCATION FOR ACHIEVERS PROGRAM TO IMPROVE
THE
QUALITY
OF
TEACHERS
IN
THE
PHILIPPINES,
APPROPRIATING
FUNDS
THEREFOR
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 "Teacher Education
Program (TEP) Act ." 
SEC. 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
shall create programs for the development of quality and globally competitive teachers,
with focus on learning and development, and placement and professionalization of teaching
professionals. 
The State shall also 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 Technical-Vocational Education and Training (TVET), Senior High School (SHS),
Special Education (SPED), wherever public interest may require.
SEC. 3. Establishment of the Teacher Education for Achievers Program. - The
Teacher Education Program (TEP), which shall provide quality pre-service teacher
education, is hereby established. It shall ensure that future teachers are classroom-ready
and contributors to improve learning outcomes by providing the best training, full financial
and psychosocial support, and employment assistance to qualified grantees. 
SEC. 4. Approved Courses and Priority Programs. - Grantees shall pursue degrees
in teacher education in the partner Teacher Education Institution (TEI), as identified and
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approved by the Department of Education (DepEd) as priority education degrees. For its
initial implementation, the TEP 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. Grantees
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; and 
(j)
Similar degrees, as may be approved by the DepEd. 
SEC. 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
TEP obligations. 
The DepEd shall promulgate and periodically review the qualification criteria of
applicants for the TEACH Program. 
SEC. 6. Key Components of the TEACH Program. - The TEP shall be 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 TEP
grantees, based on their actual needs,
(3)
teaching position upon graduation, and other incentives outlined in Section
10 hereof.


The DepEd and the Commission on Higher Education (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. 
SEC. 7. Scholarship Component of the TEP. - TEP 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. 
SEC. 8. Conditions for the Grant of Scholarship. - Scholars accepted to the TEP
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 for a period, as provided under this Act; 
(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. 
SEC. 9. Service Obligations. - As their Return of Service ("ROS"), TEP graduates
shall teach full-time in the public primary and secondary education system for at least five


years 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. 
Failure to comply with the terms and conditions of the Return of Service contract
will result in the repayment of the scholarship monies and penalties in the amount
proportion to the number of years they have failed to complete. The Department of
Education shall formulate the appropriate rules for computation under this provision.
SEC. 10. Incentives. - Successful TEP grantees shall be entitled to the following
incentives; 
(a)
Scholarships in identified TEIs for the approved courses and priority
programs under Section 4 of this Act; 
(b)
Eligibility for immediate hiring subject to passing 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".
SEC. 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. 
SEC. 12. Selection of Eligible Teacher Education Institution. - TEP 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. 


SEC. 13. Mandates of the Department of Education (DepEd). - The DepEd shall be
the lead implementing agency of the provisions of this Act. It shall establish a TEP Program
Management Unit that shall be responsible for the evaluation, award-giving, and
monitoring and evaluation of all scholarship grants and awards; Provided 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 (CSC) and the Department of
Budget and Management (DBM).
DepEd shall provide forward estimates of teacher needs for every specialization and
level to help in mapping out the scholar recruitment plan under Section 11. It shall
coordinate with its regional offices to ensure regional support and coordination with other
offices in the implementation of this program; Provided, 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. 
SEC. 14. Mandates of the Commission on Higher Education. - CHED shall set 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
Teacher Education Program. CHED shall take the lead in coordinating with the Unified
Student Financial Assistance System for Tertiary Education (UniFAST) Board under
Republic Act No. 3 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. 
SEC. 15. Mandates of the Teacher Education Council. - The TEC shall provide
multi-stakeholder support for the Teacher Education Program in determining the policy,
monitoring and evaluation assistance. It shall spearhead the creation of a monitoring and
evaluation plan, 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 shall make recommendations


regarding teacher education policies, planning and teacher education development
projects. 
SEC. 16. Mandates of the Teacher Education Institutions (TEIs). - Partner TEIs
shall 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 grantees of the TEP. 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. 
SEC. 17. Appropriations. - The amount necessary for the implementation of this Act
shall be charged against the available appropriations of the DepEd, under the current
General Appropriations Act. Thereafter, the amount necessary for its continuous
implementation shall be included in the Annual General Appropriations. 
SEC. 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 Teacher Education Program.
SEC. 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 Teacher Education Program as well as the actual hiring in public schools of TEP
Program graduates, and to undertake such studies and include these in their respective
annual reports. 
SEC. 20. Implementing Rules and Regulations (IRR). - Within sixty (60) days from
the effectivity of this Act, the DepEd through the TEC, and in consultation with the, CHED,
Technical Education and Skills Development Authority, CSC and DBM, shall promulgate the
necessary rules and regulations for the effective implementation of this Act. 
SEC. 21. Separability Clause. - If for any section or provision of this Act is declared
unconstitutional, the other section or provision not so declared shall continue to be in full
force and effect. 
SEC. 22. Repealing Clause. - All laws, decrees, orders, rules and regulations and
other issuances or parts thereof, which are inconsistent with this Act, are hereby 18
repealed or modified accordingly. 


SEC. 23. Effectivity. — This Act shall take effect fifteen (15) days following its
complete publication in the Official Gazette and in at least one (1) newspaper of general
circulation. 
Approved,