NINETEENTH CONGRESS OF THE ) 
REPUBLIC OF THE PHILIPPINES ) 
First Regular Session 
)
SENATE
s.B. No. 2024
Senate
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23 OAR 21 P2 ®2
RECEIVED B\
Introduced by SENATOR IMEE R. MARCOS
AN ACT
ESTABLISHING A TECHNICAL EDUCATION AND SKILLS DEVELOPMENT 
AUTHORITY (TESDA) TRAINING CENTER IN THE MUNICIPALITY OF 
ISULAN, PROVINCE OF SULTAN KUDARAT, AND APPROPRIATING FUNDS
THEREFOR
EXPLANATORY NOTE
A cornerstone of progress is high-quality education. People can transcend the 
boundaries of oppression and overcome generational poverty when they have access 
to high-quality education. The 1987 Constitution provides in Article XIV, Section 1 that 
"the State shall protect and promote the right of all citizens to quality education at all 
levels, and shall take appropriate steps to make such education accessible to all. "For 
this reason, it is the responsibility of the state to create, support, and maintain a 
comprehensive, appropriate, and integrated system of education that is in line with 
the needs of the populace and society.
Pertinent to the current need for our educational authorities to place less focus 
on degree programs and more on the immediate upgrading of skills to meet the urgent 
demands of the business sector, the Constitution provides under Section 2 (5) of the 
same Article that "the State shall encourage non-formal, informal, and indigenous 
learning systems, as well as self-learning, independent, and out-of-school study 
programs particularly those that respond to community needs... and to provide adult 
citizens, the disabled, and out-of-school youth with training in civics, vocational 
efficiency, and other skills."
Republic Act No. 7796, known as the Technical Education and Skills 
Development Act of 1994 or the TESDA Act of 1994, envisioned to promote and 
strengthen the quality of technical education and skills development programs to 
attain international competitiveness, focus technical education and skills development 
on meeting the changing demands for quality middle-level manpower, encourage 
critical and creative thinking, and recognize and encourage the complementary roles 
of learning institutions in technical education, skills development, and training
systems.
Isulan, as the provincial capital of the Province of Sultan Kudarat, is a 
landlocked municipality constituting 10.18% of the entire province's total area which


encompasses 54,587,000 square meters of land covering the town. According to the 
data reported by the Philippine Statistics Authority (PSA) in 2020, Isulan serves as a 
home to 97, 490 Filipinos representing 11.41% of the entire population of Sultan 
Kudarat with 854, 052 residents and 1.99% of the overall population of the 
Soccsksargen region with 4, 901, 486 Filipinos. Considering the report reflecting data 
about the region's labor force in October 2021, a number of 3, 226 Filipinos aged 15 
years old and above are already working - with a labor force participation rate of 
62.5%, underemployment rate of 21.0%, unemployment rate of 6.3%. From the 
93.7% employment rate, 54.3% of the 1, 194, 134 employed male residents of the 
Soccsksargen are wage and salary workers, 34.0% of which are self-employed, 6.7% 
are employers of their own family farm and/or business, and 5.1% are unpaid family 
workers. Similarly, 48.8% of the 695, 457 employed female residents are wage and 
salary workers, 34.3% are self-employed, 4.9% are employers of their own family 
farm or business, and 12.0% are unpaid family workers.1
From the aforementioned provisions of the Philippine Constitution, it is essential 
to highlight, emphasize, and prioritize the importance of considering education as an 
instrument of growth, rather than being treated for its utilitarian factor, a tool that will 
equip and enable every Filipino to develop ample knowledge in communication, critical 
thinking, technical skills, and the like.
Hence, the purpose of this bill is to create a TESDA Training and Assessment 
Center in the municipality of Isulan, Province of Sultan Kudarat to primarily cater to 
the needs of the constituents of the entire region. The establishment of this Center 
was geared towards the provision of technical and vocational skills training and 
development programs to low-income families, out of school children and youth, 
persons with disabilities, and all other members of various sectors.
In view of aforementioned considerations, the passage of this bill is earnestly
sought.
R. MARCOS
' 
Soccsksargen Region: Updates and Statistics. (2023). Philippine Statistics Authority. Accessed through
http://rssol 2. psa.gov. ph/sites/default/files/Rl 2-QS2022-002.pdf.


NINETEENTH CONGRESS OF THE ) 
REPUBLIC OF THE PHILIPPINES ) 
First Regular Session 
)
Senate
©fficr of tlj? ^fcrctnrp
23 MAR 21 ?im
Introduced by SENATOR IMEE R. MARCOS
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AN ACT
ESTABLISHING A TECHNICAL EDUCATION AND SKILLS DEVELOPMENT 
AUTHORITY (TESDA) TRAINING CENTER IN THE MUNICIPALITY OF 
ISULAN, PROVINCE OF SULTAN KUDARAT, AND APPROPRIATING FUNDS
THEREFOR
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 '"Sultan Kudarat 
TESDA Training Center Act".
Sec. 2. Establishment. - There is hereby established a training and 
assessment center, under the supervision of the Technical Education and Skills 
Development Authority (TESDA), to be known as the Sultan Kudarat Technical 
Education and Skills Development Authority (TESDA) Provincial Training Center. It 
shall be located at Isulan, Province of Sultan Kudarat, pursuant to the purposes of 
this Act and to the agreement between TESDA and the concerned local government 
units (LGUs).
Sec. 3. General Mandate. - The Sultan Kudarat Technical Education and 
Skills Development Authority (TESDA) Provincial Training Center shall strengthen 
the province and regional technical-vocational education to immediately effect a 
major shift towards the development of world-class Filipino workforce equipped 
with practical technical skills of global competence and calibre, responsive to the 
needs of both the domestic and global job market, and aligned with the 
international integration framework for technical-vocational skills.
The Center shall endeavor to bring about greater Industry-academe 
collaboration and critical partnerships with local and international institutions to 
forge mutual skills benchmarking standards, program exchange and internship 
trainings to equip graduates with competencies and preferred job access.


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The Center shall offer practical short-term specialty courses, as well as 
higher level competency in technical-industrial education and trade technology. It 
shall continue to upgrade its curricular standards as a tertiary institution that 
provides quality technical-vocational education and skills training at the technical 
diploma and national certificate levels that would develop technically competent, 
innovative, and skilled workforce for the Province of Sultan Kudarat and the 
Soccsksargen area as well, for any preferred local and international employment.
The Center shall offer a wide array of TESDA-registered technical-vocational 
skills training programs and certificate courses, and shall aim to meet, as a long­
term goal, the maximum competency requirements, which is the Diploma level in 
technical-vocational education. It shall primarily provide tertiary undergraduate 
technical-vocational education, and shall likewise ensure to provide the various 
skills trainings and trade specialization relevant to the needs of the province, 
specifically geared towards the acquisition of employable skills, gainful 
employment, practical livelihood and entrepreneurship.
The Center shall also serve as a TESDA-accredited Assessment Center for 
acquired competencies in technical-vocational skills.
The Center shall also render relevant teachers' training assistance and 
curriculum design to the secondary schools offering technical-vocational livelihood 
(TVL) track under the K to 12 Program of the Department of Education in the 
communities and areas of operation.
Sec. 4. Curricular Offering/Training Programs. - The Center shall offer 
TESDA-registered undergraduate certificate programs, one (l)-year to three (3)- 
year technical-vocational courses. Including short-term courses and modular 
trainings in diverse relevant technical-vocational and industrial technology 
education, and livelihood productivity, to comply with technical skills priorities, 
competency demands and key employment generator targets under the Philippine 
Standard Occupational Classification and of International Labor Requirements and 
Standards.
Skills and trades specialization for local employment requirements shall, 
however, be prioritized in technical-vocational education at the Center to support 
the development needs for a robust inclusive economy of Sultan Kudarat and the 
Soccsksargen region within the operational radius of the Center, in consultation 
with the Department of Labor and Employment (DOLE), the Department of Trade 
and Industry (DTI), the Department of the Interior and Local Government (DILG), 
the National Economic and Development Authority (NEDA), business-industry 
partners, and such other relevant agencies, both local and international.
The Center may establish, as maybe deemed necessary and practicable, 
research and technology hubs, mobile training programs, and satellite or extension 
training centers in priority areas throughout Soccsksargen to strengthen linkages


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between the industry, the academe, and the technology programs thereat. It shall 
likewise adopt the use of innovative training modes such as information technology- 
assisted instruction, dual learning system, open or distance education, and 
community laboratory and such other Instructional programs to afford the 
community greater access to technical-vocational education and skills training.
The Center shall, as far as necessary and practicable, offer TESDA-registered 
technical-vocational courses for competency assessment and skills certification of 
the TESDA: Provided, that course completion shall be credited through skills 
competency assessment leading to National Certification (NC) Levels I to V: 
Provided, further, that the technical-vocational courses completed at the Center 
shall qualify for academic recognition under the Ladderized Interface System for 
tertiary education if compliant with the requirements under the said program.
The Center shall, as necessary and practicable, offer courses from the 
following TESDA-registered technical-vocational and short-term training programs:
(a) Agriculture-related trainings and skills development in such areas as 
farming operations technology, backyard farming and home-based 
aquaculture and propagation innovations, mechanized farm tools 
and equipment operation, agribusiness, agri-aqua trade technology 
and innovations, and relevant farmers continuing trainings for 
increased productivity and entrepreneurship;
(b) Skills training in industrial technology and hard trades such as metal 
and steel works, machine fabrication and operation, heavy 
equipment operation, automotive mechanic, refrigeration and air 
conditioning, electronics, and operation of power tools and 
equipment for both medium skills grade and industrial preferred 
skills;
(c) Tourism and hospitality-related courses relating to hotel, restaurant, 
and tourism development and management, including personality 
development and social communication skills training, language 
proficiency courses in English and other language competence for 
business process outsourcing employment and overseas job 
placement;
(d) Livelihood skills development courses for preferred skills 
employment, small-scale income generating opportunities and 
entrepreneurship training, including practical skills education in 
crafts and arts, workmanship and designing (fabric, woodworks, 
jewelry and metal works), high speed sewing, dressmaking and 
tailoring, horticulture, livestock raising and breeding, food 
processing technology, home technology, culinary arts and 
commercial cooking, including baking, beauty culture (includes 
cosmetology, hair and nail styling), health and wellness trainings;


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(e) Basic business literacy training in financial management and 
marketing, practical accountancy, bookkeeping and office 
procedures, business processes and application procedures including 
registration, licensing, documentation, business patent and 
intellectual property regulation, business financing and investment 
opportunities sourcing, import-export accreditation, including online 
home-based business operation and use of social media for business 
marketing;
(f) Technical-vocational occupation and trades skills such as carpentry, 
masonry, plumbing, practical electricity and installation, automotive 
technician and servicing, electronics technician and servicing, 
welding technician, personal computer servicing, and such other 
relevant practical technical skills courses.
(g) Computer literacy- and information technology-related skills, digital 
technology, web design, animation, photoshop or online 
photography, computer design and advertising;
(h) Seminars in personality development, career counselling and job 
placement, work ethics and values, business project development; 
and
(i) Other preferred priority skills and trades training courses relevant to 
the needs of the localities served within the operational radius of the 
Center and the whole Soccsksargen to enhance their capacities for 
livelihood, gainful employment and practical entrepreneurship skills.
Sec. 5. Compliance with TESDA Requirements. - The provisions of this Act 
notwithstanding the establishment of the Center shall become operationally 
effective only upon the final determination and declaration of the TESDA, through 
the issuance of a formal recommendation and certificate of compliance, that the 
Center has satisfactorily complied with the minimum requirements and qualify 
standards prescribed by the TESDA governing the following:
(a) Standard procedures and guidelines (SPGs) for the establishment and 
operation of a TESDA state polytechnic institute, or of a state 
technical education and the TESDA technology institution as herein 
contemplated;
(b) Operational sustainability of the state polytechnic institute established 
herein, such as, but not limited to, appropriate TESDA-approved site 
or location, licensed faculty-trainors and personnel, equipment, 
training and laboratory facilities, including industrial-grade 
requirements for hard metal trainings, updated instructional 
materials, and such other standard requirements TESDA may apply 
for a state polytechnic Institute;


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(c) Sustainable funding source and allocation of budget requirement to 
support the TESDA Center hereto established;
(d) Assurance that the training programs offered are fully aligned with 
the minimum standards of competency-based quality technical- 
vocational skills technology and needs of the region in the context of 
the ASEAN and PQF for technical-vocational education, and the 
Philippine Standards Occupational Classification and the International 
Labor Requirements and Standards; and
(e) Compliance with such other TESDA conditionalities as may be 
necessary and applicable In establishing the herein TESDA Center.
Sec. 6. Administration. - The Center shall be headed by an Executive 
Director under the supervision of the TESDA, and appointed by the TESDA Director 
General in accordance with civil service rules and regulations and the qualification 
requirements and standards for such office.
The School Superintendent shall render full-time service and shall be 
responsible for the administration and operation of the Center. The duties and 
responsibilities of the Center Superintendent, including the appropriate 
compensation schedule, shall follow the position qualification standard of TESDA 
for such office, in consultation with the DBM.
As necessary and practicable, and subject to approval by the TESDA Director 
General, the Center Superintendent herein appointed shall enter into mutual 
agreements with local-based, counterpart agencies or instrumentalities and 
persons, both private and government, for such assistance as may be necessary to 
effectively implement this Act.
The academic and administrative staff of the Center shall be organized 
following the staffing pattern of the TESDA for such type of school pursuant to 
existing laws, rules and regulations.
Sec. 7. Appropriations. - The Director General of the TESDA shall Include in 
the Authority's Program the operation of the Center, the funding of which shall be 
Included in the Annual General Appropriation Act.
Sec. 8. Implementing Rules and Regulations. - Within ninety (90) days from 
the approval of this Act, the TESDA, in coordination with the DOLE, the DTI, the 
Department of Agriculture, the DBM, the DILG, and such other relevant agencies 
and industry-business partners of the host localities of the Center established herein 
shall prepare and issue the necessary rules and regulations for the effective 
Implementation of this Act.


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Sec. 9. Separability Clause. - If, for any reason, any section or provision of 
this Act is declared unconstitutional or invalid, other sections or provisions which are 
not affected thereby shall continue to be in full force and effect.
Sec. 10. Repealing Clause. - Any law, presidential decree or Issuance, 
executive order, letter of instruction, administrative order, proclamation, charter, 
rule or regulation and/or parts thereof contrary to or inconsistent with the provisions 
of this Act is hereby repealed, modified or amended accordingly.
Sec. 11. Effectivity Clause. - This Act shall take effect fifteen (15) days 
following its publication in the Official Gazette or in two (2) newspapers of general 
circulation.
Approved,