Republic of the Philippines
HOUSE OF REPRESENTATIVES,
Quezon City, Metro Manila

FIFTEENTH CONGRESS
First Regular Session

3194

HOUSE BILL NO.__ °°

Introduced by Rep. BERNADETTE HERRERA-DY

EXPLANATORY NOTE

‘The 1987 Philippine Constitution states that it is the policy of the state
to protect and promote the right of all citizens to quality education at alll levels
and that the government shall take appropriate steps to make such education
accessible to all. Time and again, it has also been emphasized that the
government take aggressive steps to establish, maintain, and support a
complete, adequate and integrated system of education relevant to the needs
of the people and the society.

At the advent of globalization, the importance of education at all levels
cannot be overemphasized. The United Nations Development Program
(UNDP) Human development Report for 2009 ranks the Philippines as 105"
with 8.4 percent of adults with high educational attainment levels (aged 25
and above), the 105% among the ranks with 26.4 percentage of adults with
medium educational attainment levels for adults aged 25 and above and 105"
with 62.6 percent of adults with low educational attainment levels on the
same aye “ategory. This goes on to show that more and more Filipinos cannot
afford higiver levels of education and a bigger percentage of adults only
receive a lower educational attainment year after year. One of the factors of
this continuous decline is the continuing high-cost of education in the
country. Filipio families would rather send their children to vocational and
technical schools in order to attain technical skills and training for
employment abroa:!. rather than earning a college degree which is very
expensive and requir: very long years of schooling.

To answer this pro’*!em, the government had to create policies that will
open the pathways of oppc-ttunities for career and educational progression of
students and workers, achi°v: a seamless and borderless education and
empower students and works 5 | » exercise options or to choose when to enter
and exit from the educatione ! la4¢.



This proposed measure mandates the Commission on Higher
Education (CHED) and the Technical Skills and Development Authority
(TESDA) to formulate a unified qualifications framework that establishes
equivalency pathways and access ramps in ladderized education. It also
establishes a permanent National Coordinating Technical Committee
composed of the CHED and TESDA personnel to monitor and ensure the
effective implementation of the ladderized education program. The measure
also engages an inter-agency cooperation for the effective implementation of
the ladderization program. Moreover, this program provides scholarship
grants and loans to deserving students and workers in addition to the present
scholarship programs being implemented by the CHED and TESDA.

In view of the foregoing, approval of this proposed measure is
earnestly sought.

B ADETTE HERRERA-DY

y


Republic of the Philippines
HOUSE OF REPRESENTATIVES
Quezon City, Metro Manila

FIFTEENTH CONGRESS
First Regular Session

HoUsE BILL No,_3194

Introduced by Rep. BERNADETTE HERRERA-DY

AN ACT STRENGTHENING THE LADDERIZED INTERFACE BETWEEN.
‘TECHNICAL-VOCATIONAL EDUCATION AND TRAINING AND.
HIGHER EDUCATION

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 “Ladderized
Education Act of 2010.”

SECTION 2. Declaration of Policy. - In line with the Constitutional
guarantee of the State to promote the right of all citizens to quality and
accessible education at all levels and to establish, maintain and support a
complete, adequate and integrated system of education relevant to the needs
of the people and contributory to national development, it is hereby declared
the policy of the State to institutionalize the ladderized interface between
Technical-Vocational Education and Training (TVET) and higher education to
open pathways of opportunities for career and educational progression of
students and workers, create a seamless and borderless education, empower
students and workers to exercise options or choose when to enter and exit in
the educational ladder, and provide job platforms at every exit as well as the
opportunity fo earn income.

The State likewise ecognizes and supports the promotion and
protection of the inherent academic freedom enjoyed by all institutions of

higher learning. For this purpose, the government shall have due regard to


the academic standards, equity principles, promptness and consistency of the

applications/admissions and equivalency policies of Higher Education

Institutions (HEIs).

SECTION 3. Definition of Terms. - For purposes of this Act, the

following terms are hereby defined:

(a)

(b)
©

(d)

Articulation refers to a process which allows students to make
the smooth transition from one course, program or educational
level to the next without experiencing duplication of learning.
The guiding principle of articulation is that no student should
repeat the same course content for which credit has already been
received, even if elsewhere or from another institution. In
general, an articulated program allows a student to move from a
‘Technical-Vocational (Tech-Voc) course to a College Degree
Program, using the Principle of Credit Transfer.

Credit refers to the value given to a course.

Credit Transfer refers to the recognition and carrying, forwaid of
credits that constitute overlapping learning, from TVET to a
degree program.

Embedded Tech-Voc Qualification in a Ladderized Degree Program

refers to the process of determining the TVET
competencies/ qualifications that lead to job platforms in the
re ont higher education or bachelor’s degree program. A
student of a ladderized degree program can earn full TVET
qualification should he/she choose to exit from the program
and get a job.

Equivalency refers to a process that involves assigning, equivalent
academic credits to the competencies demonstrated by a student
through assessment tests, thereby providing entry points to the
next higher level qualification, the purpose of which is to
provide opportunities to the students to continue to learn

and/or re-enter the educational program at a higher level


without having to unnecessarily retake courses in which a
student already las demonstraied competence and knowledge.

(9 Job Platform xefers to the gateway in the ladderized curriculum
which one reaches upon acquiring enough skills and knowledge
to seek and find employment.

(g)  Ladderized Education Program (LEP) refers to the harmonization
of all education and training mechanisms that allow students
and workers to progress between Tech-Voc and College courses
and programs, or vice-versa. It opens opportunities for career
and educational advancement to students and workers, creates a
seamless and borderless education and training system that will
allow transfers in terms of flexibility entry and exit between
Tech-Voe and College Degree Programs in the post-secondary
school educational system.

(h) Post TVET Bridging Program refers to a higher education or
bachelor’s degree program specifically designed to assists
students who have finished Tech-Voc course/s to attend a
College Degree Program and achieve a College Degree in the

same field of study and in less time than an entry-level college

student would requi

(i) Qualification refers to a formal certification that a person has
successfully achieved specific learning outcomes relevant to the
identified academic, industry or community requirements.

@) Recognition of Prior Learning refers to the acknowledgment of a
person's skills and knowledge through previous training, work
of life experience, which may be used to grant status or credit

ived competencies.

SECTION 4 Natio:io! Qualifications Framework. ~ The Commission on
Higher Education (CHFO) and the Technical Education and Skills
Development Authority (J"ESDA) are hereby mandated to closely coordinate
and effectively implement a unified national qualifications framework that


establishes equivalency pathways and access ramps in Jadderized education,
allowing for easier transitions and progressions between TVET and higher
education. The framework shail include Qualifications and Articulation
mechanisms, such as, but not necessarily limited to the following: Credit
‘Transfer, embedded TV!

cation in ladderized degree programs; Post-
TVET Bridging Programs; enhanced equivalency; adoption of ladderized
curricula/programs; modularized program approach; competency-based
programs; network of dual-sector colleges or universities; and accreditation
and/or recognition of prior learning.

For this purpose, CHED and TESDA shall design harmonized
guidelines and equivalency competency courses to enhance the delivery of
high-quality Tech-Voc and higher education courses, synchronize standards
and upgrade curriculum design per discipline and adopt a strategic
implementation scheme, including a massive consultation and information
dissemination scheme. In so doing, CHED and TESDA shall continue
exploring and developing other mechanisms and systems that will allow the
interface between TVET and higher education with the end in view of
creating a seamless and borderless education system,

SECTION 5. Priority Disciplines. - As a preliminary approach to the
implementation of the ladderized program and to ensure a more focused
uwplementation of the said program, CHED and TESDA, in consultation with
the industry, the Department of Labor and Employment (DOLE), the
Department -/ Trade and Industry (DTI, the National Keonomic and
Development Authority (NEDA), the Department of Science and Technology
(DOST), the Professional Regulations Commission (PRC) and other related
disciplin
ladderization, taking into account labor market realities, Therefrom, CHED

agencies, are direc ted to identify priori

and programs for

and TESDA shall implemint the ladderization of other disciplines, other than
those presently being inaplemented, should it be found necessary and
beneficial to do so baved 0: a comprehensive study on the viability of such
move,


SECTION 6. Enhancement of the Ladderized Education Program. - CHED
and TESDA, in consultation with the PRC, are directed to jointly devise
systems, procedures, and mechanisms as well as to issue, amend and update
existing implementing guidelines, as necessary, for the efficient and effective
implementation of LEP and to ensure that the objectives of the program are
met. Incentives may be given to HEIs and Technical-Vocational Institutions to
further encourage wider participation in the LEP.

For this purpose, a permanent LEP National Coordinating Technical
Committee, composed of CHED and TESDA personnel, is hereby established
to replace the Technical Secretariat established under Executive Order No.
358, Series of 2004, The Technical Committee may contract the services of
technical experts and authorities on relevant areas of concern such as
equivalencies, accreditation, curriculum development, _ educational
measurement and testing.

The CHED and TESDA shall ensure that there are designated
personnel at the regional and provincial levels responsible for the
implementation, monitoring and evaluation of LEP nationwide.

SECTION 7. Support from Other Agencies. - The PRC, DOLE,
Department of Education, DOST, DTI the Department of Budget and
Management and the NEDA are hereby mandated to extend the necessary
support and provide relevant inputs towards the effective implementation of
the ladderized system of education. Likewise, other agencies both in the
public and private sectors, including non-governmental organizations,
business groups, professional associations and similar entities both foreign
and loca} may be tappe«’ for consultations.

SECTION 8. Scholarships, Grants and Loans. - To ensure the effective
implementation and greater nationwide impact of the program and its
access‘ bility to the students and workers, CHED and TESDA shall endeavor
to include in their respective budgets the provision of scholarships, grants

and loans to deserving students and workers availing themselves of the


ladderized system of education, in addition to the present scholarship
programs being implemented by CHED and TESDA.
SECTION 9. Enabling Clause for HEIs.

‘To encourage application of

ladderized education and to ensure greater nationwide impact of the program
and its accessibility to students and workers, HEIs that have been granted
government recognition to its curriculum by the CHED may opt to ladderize

said recognized programs without need for permit either from Cl

or
TESDA: Provided, That the proposed ladderized program is within the
purview of the curricular matter and that the minimum curricular

requirements under the relevant guidelines of CHED and 1

complied with.

For this purpose, however, the HEI shall be required to submit to the
LEP National Technical Committee the copy of the curriculum for the
proposed ladderized program for monitoring and for potential objective
inputs from the technical experts in the said LEP National Technical
Committee.

SECTION 10. Academic Freedom. - Nothing in this bill shall be
construed to restrict the HEI in the exercise of its academic freedom. The HET
shall retain the right to assess the level and standard of previously completed
‘TVET programs by an applicant-student in a manner that is transparent and
objective, incorporating therein its own admission requirements. The
app ‘ont-student must gain admission to the HEI's undergraduate program
by meeting all the usual criteria and program requisites and such other
requirements by the HEL.

SECTION {1. Appropriations. - The amount necessary for the initial
implementation of Uiis Act shall be sourced from the current budgets and

development funds of the CHED and TES!

DA. Thereafter, the funds necessary
for the continuous implemeniation of this Act in the ensuing years shall be
included in the annual respective appropriations of CHED and TRESDA in the
General Appropriations Aci


‘As additional funding source, TESDA and CHED may tap
international funding agencies for donations and grants.

SECTION 12. Implementing Rules and Regulations.

= The CHED and
‘TESDA, in consultation with relevant stakeholders in higher and tech-voc
education shall issue within sixty (60) days after the effectivity of this Act, the
rules and regulations for the effective implementation of this Act.

SECTION 13. Separability Clause. ~ If any provision of this Act or any
part thereof be declared unconstitutional or invalid, the other provisions, as
far as they are separable from the invalid ones, shall remain in force and
effect.

SECTION 14. Repealing Clause, - All laws, decrees, orders, rules and
regulations or parts thereof which are inconsistent with the provisions of this
Act are hereby repealed, amended or modified accordingly.

SECTION 15. Effectivity. ~ This Act shall take effect fifteen (15) days
after its publication in the Official Gazette or in at least two (2) newspapers of

general circulation,

Approved,