Republic of the Philippine
HOUSE OF REPRESENTATIVES
Quezon City

SIXTEENTH CONGRESS
First Regular Session

House Bill NoS O90

Introduced by: HONORABLE CZARINA D. UMALI

EXPLANATORY NOTE

It is a fact that education provides the opportunity for a person to become
successful. It is this realization that we all dream of earning a college degree, not only
for us but for our children as well.

Institutions of higher learning produce tens of thousands of graduates annually.
However, it is unfortunate that most of these graduates will either be underemployed if
not unemployed. Often, the jobs needed do not match the qualifications of the college
graduate.

On the other hand, underprivileged high schoo! graduates who cannot afford a
college education, end up taking technical-vocational courses instead. Though non-
degree holders, these tech-voc graduates get sure jabs later on because their training
and skills match the jobs needed in the market. This enables them not only to apply
their skills in the workplace, but also to earn enough money to go back to school.

Through ladderized education, tech-voc graduates who wish to pursue college
education need not start all over again. The same is true with college graduates who
wish to take up tech-voc courses to give them the skills needed in the job market. Their
education will be given appropriate credits in college or tech-voc courses. In effect,
ladderized education will open up the pathways of opportunities for career and
educational progression of students and workers.

For these reasons, the immediate approval of this bill is earnestly sought
a A. Whats’
CZARINA D. UMALI

Representative
3rd District, Nueva Ecija


Republic of the Philippines
HOUSE OF REPRESENTATIVES.
Quezon City

SIXTEENTH CONGRESS
First Regular Session

HOUSE BILL NO. 3050

Introduced by: HONORABLE CZARINA D. UMALI

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 2011.”

SEC. 2. Declaration of Policy. ~ In line with the Constitutional guarantee for 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 the 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 to choose when to enter and exit in the educational ladder, and
provide job platforms at every exit as well as the opportunity to earn income.

The State likewise recognizes and supports the promotion and protection
of the inherent academic freedom enjoyed by all institutions of higher learning.
For this purpose, the government shall uphold the academic standards, equity


principles, promptness and consistency of the applications/admissions and
equivalency policies of higher education institutions (HEIs).

SEC. 3. Definition of Terms. — For purposes of this Act, the following terms are
hereby defined:

a. 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.

b. Credit refers to the value given to a course.

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

d, 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 relevant 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.

e. 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 student to
continue to learn and/or to re-enter the educational program at a higher level
without having to unnecessarily retake courses in which a student already has
demonstrated competence and knowledge.

f. Job Platform refers to the gateway in the ladderized curriculum which
‘one reaches upon acquiring enough skills and knowledge to seek and find

employment.


g. Ladderized Education 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-Voc and College Degree
Programs in the post-secondary school educational system. :

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

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

SEC. 4. National Qualifications Framework. - The Commission on Higher
Education (CHED) and the Technical Education and Skills Development Authority
(TESDA) are hereby mandated to closely coordinate and effectively implement a
unified national qualifications framework that establishes equivalency pathways
and access ramps in ladderized education, allowing for easier transitions and
progressions between TVET and higher education. The framework shall include
qualifications and articulation mechanisms, such as, but not necessarily limited
to the following: credit transfer, embedded TVET qualification in ladderized
degree programs, post-TVET bridging programs, enhanced equivalency, adoption
of ladderized curricula/programs, 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.

SEC. 5. Priority Disciplines. As a preliminary approach to the implementation of
the ladderized program and to ensure its more focused implementation, CHED
and TESDA, in consultation with the industry, the Department of Labor and
Employment (DOLE), the Department of Trade and Industry (DTI), the National
Economic and Development Authority (NEDA), the Department of Science and
Technology (DOST), the Professional Regulation Commission (PRC) and other
related agencies, are directed to identify priority disciplines and programs for
ladderization, taking into account labor market realities. CHED and TESDA shall
implement the ladderization of other disciplines, other than those presently being
implemented, should these be found necessary and beneficial, based on a

comprehensive study on their viability.

SEC. 6. Enhancement of the Ladderized Education Program (LEP). - 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.

The CHED and TESDA shali ensure that there are designated personnel at
the regional and provincial levels responsible for the implementation, monitoring

and evaluation of LEP nationwide.

SEC. 7. Support from Other Government Agencies. - The PRC, DOLE, Department
of Education (DepED), DOST, DTI, the Department of Budget and Management


(DBM) 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.
SEC. 8. Scholarships, Grants and Loans. ~ To ensure the effective
implementation and greater nationwide impact of the program and_ its
accessibility 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.

SEC. 9. Enabling Clause for HEIs. ~ To encourage the widest enjoyment of the
benefit of ladderized education, HEls whose curricula have been recognized by
the CHED may avail of the ladderization program without need for permit either
from CHED 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 TESDA are 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.

SEC. 10. Academic Freedom. — Nothing in this bill shall be construed to restrict
the HEI in the exercise of its academic freedom. The HEI 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 applicant-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 HEI.


SEC. 11. Appropriations. - The amount necessary for the initial implementation of
this Act shall be sourced from the current budgets and development funds of
CHED and TESDA. Thereafter, the funds necessary for the continuous
implementation of this Act in the ensuing years shalt be included in the
respective annual appropriations of CHED and TESDA in the General

Appropriations Act.

SEC. 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.

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

SEC. 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.

SEC. 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,