TWENTIETH CONGRESS OF THE ) 
REPUBLIC OF THE PHILIPPINES ) 
First Regular Session 
)
2 b
-3 P5:C7
SENATE
s. No. 125
Introduced by Senator Paolo Benigno "Bam " A. Aquino IV
AN ACT
ESTABLISHING JOB PLACEMENT OFFICES IN ALL PUBUC SENIOR HIGH 
SCHOOLS, STATE UNIVERSITIES AND COLLEGES, AND LOCAL UNIVERSITIES 
AND COLLEGES, AND CREATING A NATIONAL INDUSTRY-ACADEME COUNCIL 
AND LOCAL INDUSTRY-ACADEME COUNCILS TO ADDRESS JOB-SKILLS 
MISMATCH AND PROMOTE DECENT EMPLOYMENT, AND FOR OTHER
PURPOSES
EXPLANATORY NOTE
The historic passage of the law providing for universal access to quality tertiary 
education marked a major milestone in our effort to expand educational access and 
opportunity for all Filipinos. But while we have opened the doors of our colleges and 
universities, the path beyond graduation remains uncertain for many.
Every year, thousands of young Filipinos graduate but struggle to find employment 
that matches their training. At the same time, employers report difficulty in hiring 
applicants with the right skills. This persistent jobs-skills mismatch undermines our 
investments in education and denies our youth the opportunities they deserve.
The Education-to-Employment Pathways Act of 2025 takes the next step in the 
fight for sure jobs for all. It envisions a future where every learner walks a clear, 
supported pathway from education into decent, meaningful work.
To realize this vision, the bill proposes six key components:
1. Job Placement Offices (JPOs) will be established in all public senior high schools,
state universities and colleges (SUCs), and local universities and colleges (LUCs).
These offices will provide students with career guidance, job matching support,
employer linkages, soft skills training, and entrepreneurship options.


The bill also mandates the use of a learner outcomes tracking platform, enabling 
schools to monitor graduate employment, job alignment, and income levels, 
ensuring accountability and responsiveness to labor market realities.
2. The bill establishes a Tripartite National Industry-Academe Council (NIAC) to bring 
together the government, education, and industry sectors to monitor labor market 
trends, recommend policy reforms, and support alignment between curricula and 
workforce needs.
3. Local Industry-Academe Councils (LIACs) shall be created in every province and 
highly urbanized city to guide local educational institutions based on labor market 
intelligence, assist in employer engagement, and support the work of Job 
Placement Offices.
4. The bill mandates labor market-responsive curriculum development, empowering 
SUCs and LUCs to revise their course offerings based on data and 
recommendations from JPOs and LIACs. Similarly, DepEd is tasked with enhancing 
the senior high school curriculum to deliver job-ready graduates through stronger 
work immersion, job simulation, and soft skills training.
5. A comprehensive and integrated Philippine Labor Market Information System 
(PhilLMIS) will be established within the Department of Labor and Employment 
(DOLE) to serve as the government's central platform for labor market intelligence, 
occupational forecasting, skills mapping, and policy guidance. PhilLMIS will power 
decision-making across education, workforce development, and economic 
planning.
6. Finally, the bill reinforces the Philippine Qualifications Framework (PQF) as the 
national reference for classifying qualifications and formalizes the Philippine Skills 
Framework (PSF) as the tool for defining job-specific competencies. These 
frameworks will provide the backbone for curriculum alignment, certification, job 
matching, and skills recognition. The PQF and PSF will be digitally Integrated and 
maintained in close collaboration with industry, and their adoption will be promoted 
nationwide.
Taken together, this bill ensures that education serves as a concrete pathway to 
work, dignity, and economic mobility.
In view of the foregoing, the passage of this bill is earnestiy sought.


1
2
TWENTIETH CONGRESS OF THE ) 
REPUBLIC OF THE PHILIPPINES ) 
First Regular Session 
)
25 JUL-3 P6:07
SENATE
S. No. 125
Introduced by Senator Paolo Benigno "Bam" A. Aquino IV
AN ACT
ESTABLISHING DOB PLACEMENT OFFICES IN ALL PUBLIC SENIOR HIGH 
SCHOOLS, STATE UNIVERSITIES AND COLLEGES, AND LOCAL 
UNIVERSITIES AND COLLEGES, AND CREATING A NATIONAL INDUSTRY- 
ACADEME COUNCIL AND LOCAL INDUSTRY-ACADEME COUNCILS TO 
ADDRESS JOB-SKILLS MISMATCH AND PROMOTE DECENT EMPLOYMENT,
AND FOR OTHER PURPOSES
Be it enacted by the Senate and House of Representatives of the Philippines in 
Congress assembled:
TITLE I
PRELIMINARY PROVISIONS
3 
Section 1. Short Title. - This Act shall be known as the "School-to-Employment
4 
Program (STEP) Act."
5 
Sec. 2. Declaration of Policy. - It is the policy of the State to promote full,
6 
productive, and decent employment for all Filipinos, especially the youth. The State
7 
shall strengthen institutional mechanisms that align education and training with labor
8 
market needs, address jobs-skills mismatch, and facilitate smooth school-to-work
9 
transitions through multi-sectoral collaboration among the government, industry, and 
10 the academe.
11
12
TITLE II
JOB PLACEMENT OFFICES IN SCHOOLS


1 
Sec. 3. Establishment of School-Based Job Placement Offices. - All public senior
2 
high schools, state universities and colleges (SUCs), and local universities and colleges
3 
(LUCs) shall establish and maintain a Job Placement Office (JPO) to provide
4 
employment facilitation, career guidance, and industry linkage services to students
5 
and graduates.
6 
Sec. 4. Composition. - Each JPO shall be provided with the necessary career
7 
services staff to effectively carry out its mandate. The number and composition of
8 
staff shall be based on:
9 
a) The student population of the school,
10 
b) The diversity of tracks or programs offered, and
11 
c) The scale of employer and institutional partnerships maintained.
12 
Provided, That schools with large enrollments or complex placement needs may
13 
establish a Job Placement and Career Services Unit, headed by the JPO, and composed
14 
of designated guidance counselors, administrative support staff, and industry liaison
15 
officers, subject to available funding and guidelines of DepEd and CHED.
16 
Each region shall have a JPO Regional Coordinator, designated by the Department of
17 
Education Regional Offices, to oversee the coordination, monitoring, and development
18 
of JPOs within the region.
19 
Sec. 5. Core Functions of the Job Placement Office. - JPOs shall serve as
20 
institutional hubs for career planning, labor market information dissemination, and
21 
linkages to internship, apprenticeship, entrepreneurship, and employment
22 
opportunities. Each JPO shall perform the following functions:
23 
a) Facilitate career guidance and job placement services;
24 
b) Forge linkages with industry partners to develop internships, apprenticeship
25 
programs, and employment pipelines;
26 
c) Coordinate with the Public Employment Service Offices (PESOs), the
27 
Department of Labor and Employment (DOLE), the Technical Education and
28 
Skills Development Authority (TESDA), and other relevant agencies on
29 
employment facilitation and program alignment;


1 
d) Collaborate with Sector Skills Councils and industry boards to align training
2 
programs with labor market needs;
3 
e) Coordinate certification and assessment for trainees and graduates aligned
4 
with industry standards;
5 
0 Conduct labor market information dissemination and career coaching to
6 
guide students and reduce job search costs;
7 
g) Track and report post-graduation outcomes for institutional and policy
8 
feedback;
9 
h) Maintain and update a database of employer partners, opportunities, and
10 
graduate outcomes;
11 
i) Participate in planning and labor assessments led by the Local Industry-
12 
Academe Council (LIAC);
13 
j) Submit regular reports to the LIAC, DOLE, and relevant agencies.
14 
Sec. 6. Area-Based Labor Market Reviews. - Each JPO shall facilitate an annual
15 
review of local labor market demand, in coordination with DOLE, PESOS, and regional
16 
industry bodies. This process shall:
17 
a) Identify high-demand jobs by province or region;
18 
b) Map these to existing academic and technical tracks offered by the
19 
institution;
20 
c) Recommend curriculum or program enhancements to improve graduate
21 
employability and relevance.
22 
Sec. 7. Employer Partnership Repository. - Each JPO shall maintain access to
23 
a shared repository of vetted employer partners, coordinated with the Schools Division
24 
Office, TESDA, and local PESOs. The repository shall:
25 
a) Document defined job roles, OJT protocols, and hiring qualifications;
26 
b) Include employer feedback on graduate readiness and skills alignment;
27 
c) Enable rural or under-resourced schools to connect with broader
28 
employment networks.


1 
Sec. 8. Embedded Soft Skills Training Modules. - JPOs shall implement
2 
standardized employability or soft skills training as part of the pre-placement process.
3 
This training shall:
4 
a) Cover workplace competencies including communication, teamwork,
5 
problem-solving, and time management;
6 
b) Be informed by employer feedback and local labor market reviews;
7 
c) Be delivered through self-paced digital modules, in-class sessions, or
8 
blended learning, based on institutional capacity.
9 
Sec. 9. Digital Career Advisory and Guidance Tools. - JPOs shall adopt digital
10 
or Al-enabled career advisory platforms to support students in career planning, job
11 
search, and skills development. These tools will complement in-person services
12 
provided by Career Advocates and help bridge gaps in schools with limited career
13 
counseling capacity.
14 
Sec. 10. Optional Youth Entrepreneurship Track. - JPOs may implement an
15 
entrepreneurship bootcamp program for students interested in self-employment or
16 
microenterprise after graduation. The program shall:
17 
a) Be co-delivered with LGUs, NGOs, or accredited private partners;
18 
b) Include training in business ideation, budgeting, market analysis, and
19 
cooperative development;
20 
c) Facilitate referrals to MSME support services, funding programs, and
21 
incubator networks.
22 
Sec. 11. Learner Outcomes Tracking Platform. - Each JPO shall maintain a
23 
digital platform for tracking learner outcomes, to be managed by the Career Advocate
24 
or designated staff. The platform shall:
25 
a) Track graduate employment status, time to placement, income levels, and
26 
field-of-study alignment;
27 
b) Generate automated tracer studies and analytics for reporting to DepEd,
28 
CHED, and relevant agencies;


1 
c) Support curriculum refinement by identifying patterns of success and
2 
mismatch.
3 
TITLE III
4 
LABOR MARKET-ALIGNED CURRICULUM AND PROGRAM DEVELOPMENT
5
6 
Sec. 12. Senior High School Curriculum Responsiveness. - The Department of
7 
Education (DepEd) shall strengthen the labor market responsiveness of the senior high
8 
school curriculum by developing and implementing a job-ready curriculum that
9 
emphasizes work immersion and practical skills training.
10
11 
To ensure that senior high school graduates are better prepared for employment,
12 
DepEd, in coordination with the National Industry-Academe Council (NIAC) and
13 
relevant Local Industry-Academe Councils (LIACs), shall:
14 
a) Regularly review and enhance senior high school tracks and specializations
15 
based on labor market trends and graduate employability outcomes, with
16 
inputs from Job Placement Offices (JPOs) and local employer networks;
17 
b) Increase the duration, relevance, and quality of work immersion programs
18 
by expanding partnerships with industry and ensuring alignment with in­
is 
demand job roles;
20 
c) Provide school-based job simulation opportunities in cases where external
21 
immersion placements are limited or infeasible, especially in rural or under-
22 
resourced areas; and
23 
d) Integrate foundational employability skilis and digital literacy across ali
24 
tracks, informed by 
feedback from employers 
and labor 
market
25 
assessments.
26 
Sec. 13. Higher Education Program Responsiveness. -SUCs, LUCs, and private
27 
HEIs shall review and have the authority to adjust their course and program offerings
28 
based on current and emerging labor market trends and opportunities, in order to
29 
address jobs-skills mismatch and enhance the employability of graduates.
30 
SUCs and LUCs may consider:


1 
a) Phasing in or expanding programs aligned with high-demand occup>ations
2 
and priority industry sectors in the local or national labor market;
3 
b) Phasing out or restructuring programs with consistently low graduate
4 
employability or relevance;
5 
c) Integrating employability and digital skills into existing curricula based on
6 
employer feedback and labor market signals.
7 
Provided, That any adjustments shall be based on regular labor market assessments
8 
and outcome tracking data generated by the Job Placement Offices (JPOs), in
9 
coordination with the Local Industry-Academe Council (LIAC). These assessments
10 
shall include analyses of graduate employment outcomes, skills demand, and
11 
employer feedback.
12
13 
TITLE IV
14 
NATIONAL INDUSTRY-ACADEME COUNCIL
15 
Sec. 14. Creation of the Nationai Industry-Academe Councii (NIAC). - The
16 
National Industry-Academe Council (NIAC) is hereby institutionalized to serve as the
17 
national coordinating body for industry-academe linkage, education-employment
18 
alignment, and workforce development.
19 
Sec. 15. Composition of the NIAC. - The NIAC shall be made up of
20 
representatives from the government, academe, and industry, as follows:
21 
a) Government representatives shall include a Commissioner of the
22 
Commission on Higher Education (CHED); a Deputy Director-General of the
23 
Technical Education and Skills Development Authority (TESDA); an
24 
Undersecretary of the Department of Education (DepEd); an Undersecretary
25 
of the Department of Labor and Employment (DOLE); an Undersecretary of
26 
the Department of Science and Technology (DOST); an Undersecretary of
27 
the Department of Trade and Industry (DTI); a Commissioner of the Civil
28 
Service Commission (CSC); and a Commissioner of the Professional
29 
Regulation Commission (PRC).


1 
b) Representatives of the academe shall be composed of the presidents of the
2 
federations of public and private HEIs, public and private TVIs, and
3 
accreditation 
bodies of higher and technical-vocational 
educational
4 
institutions, which shall include the following: Philippine Association of State
5 
Universities and Colleges; Association of Local Colleges and Universities;
6 
Coordinating 
Council of Private Educational Associations; 
Technical-
7 
Vocational Schools and Associations of the Philippines; National Network of
8 
Quality Assurance Agencies; and the Federation of Accrediting Agencies of
9 
the Philippines.
10 
c) Representatives of the industry sector shall be composed of the presidents
11 
of the following business and industry federations: Philippine Chamber of
12 
Commerce and Industry; Joint Foreign Chambers of the Philippines;
13 
Employers Confederation of the Philippines; Semiconductor and Electronics
14 
Industries in the 
Philippines Foundation, Incorporated; 
Information
15 
Technology and Business Process Association of the Philippines; Philippine
16 
Business for 
Education; Management Association of the 
Philippines;
17 
Philippine Business for Social Progress; and 
the People Management
18 
Association of the Philippines.
19
20 
The NIAC shall be headed by DepEd Undersecretary as Chairperson, and the
21 
Commissioner of CHED and Deputy Director-General of the TESDA shall be its Co-
22 
Chairpersons. The members of the Council, except for the ex officio members, shall
23 
receive per diem for every meeting attended in accordance with existing rules and
24 
regulations. The Council shall be attached to the DepEd for administrative and
25 
budgetary purposes.
26
27 
The DepEd shall provide a secretariat to the NIAC to be manned by the organic
28 
personnel of the DepEd and may be augmented by the employees from the member-
29 
agencies of the Council through detail or secondment.
30 
Sec. 16. Powers and Functions of the NIAC. - The NIAC shall exercise the
31 
following powers and functions:


1
2
3
4
5
6
7
8 
9
10
11
12
13
14
a) Monitor labor market trends and the incidence of unemployment, 
underemployment, and jobs-skills mismatch;
b) Formulate national policies and plans to improve labor market alignment;
c) Conduct reviews of curricula, training programs, and educational standards 
vis-a-vis labor market needs;
d) Benchmark student competencies and qualifications against national and 
international frameworks (e.g., PQF, ASEAN QRF);
e) Maintain an inventory of job specifications and skill requirements across 
industries;
0 Recommend policy measures to the President, Congress, and national 
government agencies;
g) Coordinate with agencies for data, expertise, and technical inputs;
h) Hold regular quarterly meetings; and
i) Perform such other functions as may be necessary.
15 
TITLE V
16 
LOCAL INDUSTRY-ACADEME COUNCILS
17
18 
Sec. 17. Establishment of Local Industry-Academe Councils (LIACs). - A Local
19 
Industry-Academe Council (LIAC) shall be established in every province and highly
20 
urbanized city (HUC) in the country. The LIAC shall serve as the local counterpart of
21 
the NIAC and shall be responsible for aligning education and training programs with
22 
the labor market needs of the locality.
23 
Sec. 18. Composition of the UACs. - Each LIAC shall be composed of the
24 
following representatives within the province or HUC;
25
26
27
28
29
30
a) Government:
i. Schools Division Superintendent of the Department of Education 
(DepEd)
ii. Regional or Field Officer of the Commission on Higher Education (CHED)
iii. Provincial or City Director of the Technical Education and Skills 
Development Authority (TESDA)


1
2
3
4
5
6
7
8 
9
10
11
12
13
14
15
16
iv. Provincial or City Director of the Department of Labor and Employment 
(DOLE)
V. Provincial or City Director of the Department of Trade and Industry (DTI)
vi. A representative of the Provincial Governor or City Mayor
b) Academe
vii. Representatives from State Universities and Colleges (SUCs) and Local 
Universities and Colleges (LUCs) within the province or HUC
viii. Representatives from private Higher Education Institutions (HEIs) and 
Technical-Vocational Institutions (TVIs)
c) Industry
ix. Representatives from local chambers of commerce and business 
associations
X. Key employers in priority or emerging sectors within the province or HUC
d) Labor and Civil Society
xi. Representatives from local labor groups, workers' associations, and 
youth or community-based organizations
17 
The LIAC may invite additional resource persons, including representatives from public
18 
employment service offices (PESOs), relevant NGOs, and sectoral skills councils, as
19 
necessary.
20 
Each LIAC shall be chaired by the DepEd Schools Division Superintendent. The DepEd
21 
Schools Division shall provide Secretariat support to the LIAC.
22 
The LIAC shall meet at least once every quarter and may form technical working
23 
groups (TWGs) as needed.
24 
Sec. 19. Powers and Functions of the LIACs. - The LIAC shall exercise the
25 
following powers and functions:
26
27
a) Localize and implement NIAC policies and workforce strategies;
b) Monitor local labor market trends and forecast skills demand;


1 
c) Align curricula and training programs with local labor market needs;
2 
d) Facilitate partnerships among industry, academe, and government;
3 
e) Recommend policy and program adjustments to national agencies and the
4 
NIAC;
5 
f) Support enterprise-based training, faculty immersion, and research
6 
collaboration;
7 
g) Provide coordination and guidance to institutional JPOs, including in career
8 
guidance, labor market alignment, and employer linkages;
9 
h) Submit regular reports to the NIAC on regional developments and
10 
challenges; and
11 
i) Perform other tasks as may be necessary to achieve the objectives of this
12 
Act.
13 
Sec. 20. Organization of the LIACs. - Each LIAC shall be chaired by the DepEd
14 
Regional Director. A Vice Chair shall be elected from among the non-government
15 
members. The DepEd Regional Office shall provide Secretariat support to serve as the
16 
LIAC Secretariat.
17 
The LIAC shall meet at least once every quarter and may form technical working
18 
groups (TWGs) as needed.
19
20
TITLE VI
LABOR MARKET INTELLIGENCE AND DATA SYSTEMS
21 
Sec. 21. Establishment of the Philippine Labor Market Information System
22 
(PhiiLMIS). -There is hereby established a comprehensive and integrated Philippine
23 
Labor Market Information System (PhiiLMIS) to be housed within the DOLE in close
24 
coordination with the Philippine Statistics Authority (PSA), DepEd, CHED, TESDA, DTI,
25 
and other relevant agencies and stakeholders.
26 
Sec. 22. Objectives. - PhiiLMIS shall serve as the central labor market
27 
intelligence platform of the government and shall have the following objectives:
10


1
2
3
4
5
6
7
8 
9
10
11
12
13
a) Collect, analyze, and disseminate real-time and forward-looking labor 
market data, including supply-demand trends, skills gaps, wage levels, 
employment projections, and emerging industries;
b) Identify critical skills shortages and surpluses across sectors and geographic 
areas;
c) Provide actionable insights for curriculum design, program offerings, and 
training alignment in education institutions and training centers;
d) Support career guidance and job matching services for jobseekers, including 
students and graduates;
e) Inform government workforce development policies, education planning, 
and investment promotion strategies;
f) Empower employers and enterprises with reliable labor data to support 
hiring, reskilling, and training decisions.
14 
Sec. 23. Data Sources. - PhilLMIS shall integrate data from, but not limited to,
15 
the following sources;
16
17
18
19
20 
21 
22
23
24
25
26
27
28
29
30
31
a) Government Agencies:
i. 
PSA (e.g.. Labor Force Survey, census, business and industry statistics)
ii. 
DOLE (e.g., PESO data, job vacancy registries, displacement reports)
iii. 
TESDA (e.g., TVET enrollments, assessments, certification results)
iv. 
CHED and DepEd (e.g., enrollment and graduation data by course and 
track)
V. DTI and Board of Investments (e.g., industry performance data, 
investment pledges)
b) Private Sector:
Online job portals and employment platforms 
Industry associations and employer surveys
Skills councils and private recruitment firms, with due consideration of 
data privacy
c) International Sources:
i. Regional and global labor market outlooks, benchmarks, and skills 
frameworks
11


1
Sec. 24. Key Functions. - PhilLMIS shall perform the following functions:
2
3
4
5
6
7
8 
9
10
11
a) Develop and enforce common data standards and protocols to ensure 
interoperability and accuracy across data sources;
b) Conduct periodic skills gap analyses and occupational forecasting to 
anticipate future workforce needs;
c) Establish a public-facing digital portal offering accessible labor market 
information, career guidance tools, and training program directories;
d) Commission and publish targeted research on critical labor issues, including 
informal employment, green jobs, and automation;
e) Operate an early warning system to flag potential job disruptions or mass 
layoffs by sector or region.
12 
Sec. 25. Governance and Collaboration - A Labor Market Intelligence Council
13 
shall be established, co-chaired by DOLE and NEDA, with members from PSA, DepEd,
14 
CHED, TESDA, DTI, employer organizations, labor unions, and academic institutions.
15 
This Council shall:
16
17
18 
19
a) Provide strategic direction and oversight to PhilLMIS
b) Validate data frameworks and tools in consultation with stakeholders
c) Ensure alignment with the Philippine Qualifications Framework and national 
development plans
20 
Sec. 26. Capacity Building - DOLE and partner agencies shall allocate resources
21 
and undertake capacity-building activities to strengthen labor market data analytics
22 
and forecasting capabilities across all implementing units.
23 
Sec. 27. Data Privacy and Security.- All data collection, processing, and sharing
24 
under PhilLMIS shall comply with the Data Privacy Act of 2012 (RA No. 10173) and
25 
other applicable laws, with appropriate safeguards for personal and sensitive
26 
information.
27 
TITLE VII
28 
NATIONAL FRAMEWORKS FOR SKILLS AND QUALIFICATIONS
12


1 
Sec. 28. Reinforcement and Promotion of the Phiiippine Qualifications
2 
Framework (PQF). -The Philippine Qualifications Framework (PQF), as established by
3 
Executive Order No. 83, s. 2012, is hereby reinforced as the national system for
4 
classifying qualifications according to defined levels based on knowledge, skills, and
5 
values.
6
7
8 
9
10
11
12
13
14
15
16 
17
a) All educational and training institutions, including those supervised by the 
DepEd, CHED, and TESDA, shall ensure that their programs and curricula 
are aligned with the relevant PQF levels and descriptors, and that learning 
outcomes are clearly defined in accordance with these standards.
b) The PQF National Coordinating Council (PQF-NCC) shall be strengthened 
with enhanced mandates and resources to actively promote, monitor, and 
ensure consistent implementation of the PQF across all sectors and 
institutions.
c) Mechanisms for the Recognition of Prior Learning (RPL) and recognition of 
non-formal and informal learning shall be standardized and streamlined 
across all PQF levels, allowing individuals to earn formal qualifications based 
on verified skills, competencies, and experience.
18 
Sec. 29. Establishment and Institutionalization of the Philippine Skills
19 
Framework (PSF). -The Philippine Skills Framework (PSF) is hereby established and
20 
institutionalized as a complementary national reference tool outlining the specific
21 
technical, transversal, and behavioral competencies required across various industries
22 
and occupations.
23
24
25
26 
27
a) The PSF shall be developed, maintained, and regularly updated by TESDA, 
in close collaboration with DOLE, DTI, CHED, DepEd, industry associations, 
and professional regulatory boards.
b) The PSF shall serve the following purposes:
13


1
2
3
4
5
6
7
8 
9
10
11
12
13
IV.
VI.
Curriculum Development - Guide the design and revision of curricula 
and training programs in DepEd, CHED, TESDA, and other training 
institutions based on industry needs;
Skills Assessment and Certification - Provide the basis for competency- 
based assessment, credentialing, and national certifications;
Career Guidance - Inform students and jobseekers about qualifications 
and competencies required for various career pathways;
Job Matching - Improve the accuracy of employment matching by 
linking job roles with verified skills;
Talent Development - Enable employers to identify workforce skill gaps 
and design appropriate training programs;
International Benchmarking - Facilitate the alignment and mutual 
recognition of skills and qualifications with international partners.
14 
Sec. 30. Digital Integration and Interoperability. -The PQF and PSF shall be
15 
digitally integrated to allow for seamless navigation between qualifications and their
16 
corresponding skills sets. A centralized digital platform shall be developed and
17 
maintained to:
18
19
20 
21
a) Host up-to-date information on the PQF and PSF,
b) Provide access to training providers, certified assessment centers, and 
competency standards, and
c) Serve as a registry of certified individuals and qualifications.
22 
This platform shall be interoperable with the Philippine Labor Market Information
23 
System (PhilLMIS) to support real-time skills tracking and planning.
24 
Sec. 31. Industry-Led Development of tile PSF. - Industry Sector Skills Councils
25 
(SSCs) shall be formally established under TESDA and empowered to lead the
26 
development and periodic updating of the PSF for their respective sectors.
27 
The development of the PSF shall be evidence-based and data-driven, utilizing labor
28 
market intelligence from PhilLMIS, national employment projections, and consultations
29 
with employers, workers, educators, and other stakeholders.
14


1 
Sec. 32. Promotion and Awareness - A sustained national campaign shall be
2 
launched to promote widespread awareness and adoption of the PQF and PSF among
3 
learners, educators, guidance counselors, employers, government agencies, and the
4 
general public.
5 
DepEd, CHED, TESDA, and DOLE shall develop coordinated strategies for integration
6 
into school guidance programs, job placement services, and public employment
7 
services.
8 
Sec. 33. International Recognition of Philippine Qualifications and Skills. -The
9 
Department of Foreign Affairs (DFA), in coordination with DOLE, CHED, and TESDA,
10 
shall pursue bilateral and multilateral agreements to support the international
11 
recognition of Philippine qualifications and skills frameworks, particularly in countries
12 
with significant overseas Filipino worker (OFW) populations.
13 
These agreements shall be designed to:
14
15
16
17
18
a) Strengthen labor mobility and protect Filipino workers abroad;
b) Ensure mutual recognition of skills and certifications;
c) Align local qualifications with international benchmarks and standards.
TITLE VIII 
FINAL PROVISIONS
19 
Sec. 34. Appropriations. -The amount necessary to implement this Act shall
20 
be included in the annual General Appropriations Act. Agencies and institutions may
21 
also mobilize public-private partnerships and donor support to enhance JPO, NIAC and
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QAC functions.
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Sec. 35. Implementing Rules and Regulations. - Within ninety (90) days from
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the effectivity of this Act, the DepEd, in coordination with CHED, DOLE, TESDA, DTI,
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and DILG, shall promulgate the necessary implementing rules and regulations (IRR).
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1 
Sec. 36. Separability Clause. - If any provision of this Act is declared
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unconstitutional or invalid, the remaining provisions shall remain in full force and
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effect.
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Sec. 37. Repealing Clause. - All laws, presidential decrees, executive orders,
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rules and regulations inconsistent with the provisions of this Act are hereby repealed
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or amended accordingly.
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Sec. 38. Effectivity. - This Act shall take effect fifteen (15) days after its
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publication in the Official Gazette or in a newspaper of general circulation.
Approved,
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