Republic of the Philippines
House of Representatives
Constitution Hills, Batasan Complex, Quezon City

EIGHTEENTH CONGRESS.
Second Regular Session

House BillNo,__ 8072

Introduced by ALFEL M. BASCUG, Representative,
1ST Legislative District of Agusan del Sur.

“An Act Converting the Agusan del Sur School of Arts and Trades
(ASSAT) into a Polytechnic Institute to be known as Agusan del Sur
Polytechnic Institute for Technical Education (ADSPITE) and
Appropriating Funds Therefor”

Explanatory Note

This bill seeks to convert the Agusan del Sur School of Arts and
Trades (ASSAT) into a polytechnic institute to be known as the Agusan
del Sur Polytechnic Institute for Technical Education (ADSPITE).

Agusan del Sur School of Arts and Trades (ASSAT) is a TESDA-
administered school in the Province of Agusan del Sur. It is located in
Government Center, Prosperidad, Agusan del Sur.

The institution is the primary caterer of basic technical skills among
aspiring students in Agusan dei Sur because of its course offerings and
programs. It offers TESDA-registered training programs with training
regulations leading to National Certification Levels | to IV in various
sectors: automotive and land transport; construction; electronics;
garments; health, social and other community development services;
information and communication technology; metals and engineering;

1


processed food and beverages; tourism; and TVET (Technical Vocational
Education and Training). It is a TESDA-accredited competency
assessment centers for various TVET Qualifications in the above-
mentioned sectors.

The clout for this initiative sprung from the turnover and
developments in our education sector. With the three major developments
that have taken place recently: (1) the passage into law of the Philippine
Qualifications Framework, (2) the ASEAN Economic Integration, and (3)
the Senior High School Program of DepEd, it becomes necessary for
ASSAT to restructure its education and curricular landscape and thereby
evolve into a polytechnic college in order to make it capable to respond to
the rapidly changing demands of the industry and the labor market. It
cannot continue offering only training programs pegged at the four
National Certification levels. As a matter of fact, the first two National
Certification levels are now part of the Senior High School curriculum in
DepEd. Hence, ASSAT has to upgrade its curricular, operational and
functional standards as an educational institution that will offer curricular
programs that meet the requirements set forth in Level 5 of the Philippine
Qualification Framework, which is the Diploma level.

The time has now come for ASSAT to evolve from a mere
technology training institution into a polytechnic institute for technical
institution that will cater to knowledge and skills that are mainly theoretical
and/or abstract with significant depth in some areas together with wide-
ranging, specialized technical, creative and conceptual skills and the
graduates competently perform work activities demonstrating breadth,
depth and complexity in the planning and initiation of alternative
approaches to skills and knowledge applications across a broad range of
technical and/or management requirements, evaluation and coordination.

This representation indeed believes that the establishment of an
educational institution in the technical education level known as the
Agusan del Sur Polytechnic Institute for Technical Education (ADSPITE)
as a public higher educational institution will indeed be a great blessing
for the impoverished high school graduates and other sectors who shall
be afforded alternative doors to a better life in our province and also to
neighboring provinces in the region.

With the soon-to-be-established-institution, ADSPITE will ultimately
provide appropriate humanistic, scientific and practical knowledge,
inculcate values and attitude, and hone skills for nation building to post-
secondary students, particularly children of poor families, as well as other

2


sectors of the community who aspire to acquire technical education and
skills training in order to raise their economic sufficiency levels and provide
them unfair competitive advantage when seeking better employment
opportunities.

The silver lining of hope for these targeted beneficiaries is the
establishment of the Agusan del Sur Polytechnic Institute for Technical
Education dovetailed to the pocketbooks of the marginalized but
deserving sector of the province of Agusan del Sur.

In view of the foregoing, immediate passage of this bill is earnestly
sought.


Republic of the Philippines
House of Representatives
Constitution Hills, Batasan Complex, Quezon City

EIGHTEENTH CONGRESS
Second Regular Session

House Bill No. 8072

Introduced by ALFEL M. BASCUG, Representative,
1ST Legislative District of Agusan del Sur.

“An Act Converting the Agusan del Sur School of Arts and Trades
(ASSAT) into a Polytechnic Institute to be known as Agusan del Sur
Polytechnic Institute for Technical Education (ADSPITE) and
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 “Agusan
del Sur Polytechnic Institute for Technical Education or ADSPITE Act”.

Section 2. Conversion.— The Agusan del Sur School of Arts and
Trades, created through Republic Act No. 6585, otherwise known as AN
ACT ESTABLISHING A SCHOOL OF ARTS AND TRADES IN THE
MUNICIPALITY OF PROSPERIDAD, PROVINCE OF AGUSAN DEL
SUR, TO BE KNOWN AS THE AGUSAN DEL SUR SCHOOL OF ARTS
AND TRADES, AND AUTHORIZING THE APPROPRIATION OF FUNDS
THEREFOR, is hereby converted into the Agusan del Sur Polytechnic
Institute for Technical Education in the Province of Agusan del Sur, under
the supervision of the Technical Education and Skills Development
Authority (TESDA), to be known as the Agusan del Sur Polytechnic

4


Institute for Technical Education or ADSPITE, hereinafter referred to as
the Institute.

Section 3. Campus Site. — The existing campus site of the Agusan
del Sur School of Arts and Trades shall be converted the campus site of
the Institute.

Section 4. General Mandate— With the recent major
developments affecting higher and technical education that have taken
place recently: (1) the adoption of the Philippine Qualifications Framework
(PQF), (2) the ASEAN Economic Integration, (3) the global changes in
technology, particularly in industries, that have created a major need for
skilled workforce and comprehensive training, (4) the rapidly increasing
demand for adequately prepared technology trainers and competency
assessors, and (5) the poverty reduction, livelihood and employment
convergence through applied technology for community-based livelihood
and techno-preneurial skills development, it becomes imperative to
strengthen technical vocational education in order to produce world-class
Filipino “knowledge workers” (k-workers) who can respond to and cope
with the fast changing demands, standards, and requirements of the
domestic and global job market, and aligned with the ASEAN integration
framework and such other mutual international exchange agreements for
technical-vocational skills.

The Institute shall endeavor to foster industry-academe
collaboration and partnerships deemed crucial to enhance the potential to
meet industry demands and thus to deliver better labor market outcomes

The Institute shall operate as a polytechnic institute for technical
education that caters to knowledge and skills that are highly theoretical
and/or abstract with significant depth in some areas together with wide-
ranging, specialized technical, creative and conceptual skills and the
graduates competently perform work activities demonstrating breadth,
depth and complexity in the planning and initiation of alternative
approaches to skills and knowledge applications across a broad range of
technical and/or management requirements, evaluation and coordination.
It shall offer curricular programs that meet the requirements set forth in
Level 5 of the Philippine Qualification Framework, which is the Diploma
level. Thus, the Institute’s diploma programs shall be aligned with the PQF
with international qualifications framework to support the national and
international mobility of workers thru increased recognition of the value
and comparability of Philippine qualifications.


In consortium with higher education institutions in the Caraga
region, as well as those in other regions, subject to the policies and
guidelines of the Commission on Higher Education, the Institute shall
provide students enrolled in the Diploma Programs the opportunity to
simultaneously cross-enroll in baccalaureate programs relevant to their
diploma programs. The academic subjects leading to a baccalaureate
program shall be conducted in the Institute, utilizing qualified faculty
members of the Institute.

The Institute shall provide appropriate humanistic, scientific and
practical knowledge, inculcate values and attitude, and hone skills for
nation building to post-secondary students, particularly children of poor
families, as well as other sectors of the community who aspire to acquire
technical education and skills training in order to raise their economic
sufficiency levels and provide them fair competitive advantage when
seeking better employment opportunities.

The Institute 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 polytechnic institute for technical education 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 Agusan del Sur, as
well as for any preferred local and international employment.

The Institute shall be a “school for technology trainers” who are
equipped with functional vocational pedagogy. It shall design, develop
and implement an Industry Attachment Program that will enhance and
strengthen the would-be trainers’ content knowledge, working knowledge,
pedagogical knowledge, and technological knowledge and consequently
integrate them into a functional vocational pedagogy.

The Institute shall play a pivotal role in primarily helping residents
from IP communities, including persons with disabilities, former rebels,
persons deprived of liberty, returning/repatriated OFWs, drug
dependents/surrenderers, family members of WIA/KIA, displaces industry
workers and others in the Province of Agusan del Sur to become
productive, self-reliant and to be developed into globally competitive
middle to high-level skilled labor force to hasten the social and economic
development of the entire Province of Agusan del Sur, in particular, as well
as meet the manpower placement needs of both local and international
labor market, in general.


In the designing relevant technical-vocational education training
(TVET) programs and courses to be offered, the Institute shall be guided
by the development parameters set forth by the Provincial Government of
Agusan del Sur through its Upland Sustainable Agro-Forestry
Development (USAD) Program in convergence with the member-
agencies of the Agusan del Sur Poverty Reduction, Livelihood and
Employment Cluster (ADS PRLEC).

It shall likewise consider the relevant skills and trade competencies,
craftsmanship training programs and entrepreneurship activities needed
to deliver the effective employment and development interventions
required to make the Province of Agusan del Sur a human resource capital
and economic productivity hub.

The Institute shall also operate as a TESDA-accredited Assessment
Center for relevant TVET Qualifications.

The preference in the admission to the Institute, including
scholarships and grants-in-aid, shall be given to the most disadvantaged
citizens of the most economically depressed areas in the province.

Further, in collaboration with the DepEd Agusan del Sur Schools
Division and DepEd Bayugan City Division, the Institute shall set-up the
necessary infrastructures to enhance the competencies of TLE/TVL
teachers and to facilitate the assessment and certification of high school
students in the Province of Agusan del Sur.

Section 5. Curricular Offering/Training Programs.— The
Institute shall offer TESDA-registered undergraduate certificate programs,
one (1)-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
Institute to support the development needs for a robust inclusive economy
of the Province of Agusan del Sur within the operational radius of the
Institute, in consultation with the Department of Labor and Employment

7


(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 Institute may establish, as may deemed necessary and
practicable, research and technology hubs, mobile training programs, and
satellite or extension training centers in priority municipalities throughout
Agusan del Sur to strengthen linkages 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 training 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 Institute 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 | to V: Provided, further, That,
the technical-vocational courses completed at the Institute shall qualify for
academic recognition under the Ladderized Interface system for tertiary
education if compliant with the requirements under said program.

The Institute 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 rice machinery operations, rubber production, agricultural crops
production, animal production (swine, poultry, and ruminants),
organic agricultural production and backyard farming, mechanized
farm tools and equipment operation, agribusiness, small engine
servicing and relevant farmers continuing trainings for increased
productivity and entrepreneurship;

(b) Diploma programs in civil technology, electrical engineering
technology, metals and fabrication technology automotive
technology, electronics engineering technology, Hotel and
Restaurant Services technology, TVET technology and Agriculture
technology;


(c)

(d)

(e)

(g)

(h)

(i)

Training for the TVET Sector such as Trainers Methodology Levels
1&2

Skills training in construction sector, metals and engineering,
automotive, refrigeration and air conditioning, electronics and
operation of power tools and equipment for both medium skills
grade and industrial preferred skills;

Training courses relating to hotel, restaurant, tourism development
and management, including event management, personality
development and social communication skills training, language
proficiency courses in English and other language competence for
business process outsourcing (call center) employment and health,
social and other community development services trainings (like
Domestic Work) for local and overseas job placement;

Livelihood skills development courses for preferred skills
employment, small-scale income generating opportunities and
entrepreneurship training, including practical skills education in
indigenous crafts and arts, workmanship and designing (fabric,
woodworks, beadworks, basket making, bag-making, mat weaving,
rattan weaving), high speed sewing, dressmaking and tailoring,
horticulture, livestock raising and breeding, food processing
technology, cookery, and commercial cooking, including baking,
beauty culture (includes beauty care, hair and nail styling);

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;

Construction and trades skills such as carpentry, masonry, scaffold
erection, construction painting, furniture making, plumbing,
practical electricity and installation, automotive technician and
servicing, electronics technician and servicing, welding and
fabrication skills courses;

Computer literacy and information technology (IT)-related skills,
digital technology, computer systems servicing, web design,

9


@)

(k)

animation, photoshop/online photography, computer design and
advertising, personal computer (PC) servicing, and such other
relevant practical technical skills courses;

Seminars in personality development, career counseling and job
placement, work ethics and values, business project development;
and

Other preferred priority skills and trades training courses relevant
to the needs of the localities served within the operational radius of
the Institute and the whole Province of Agusan del Sur to enhance
their capacities for livelihood, gainful employment and practical
entrepreneurship skills.

Section 6. Compliance with TESDA Requirements. — The

provisions of this Act notwithstanding, the establishment of the Institute
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 Institute has
satisfactorily complied with the minimum requirements and quality
standards prescribed by the TESDA governing the following:

(a)

(b)

(c)

(d)

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;

Operational sustainability of the polytechnic institute for technical
education 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;

Sustainable funding source and allocation of budget requirement to
support the TESDA state polytechnic institute hereto established;

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 Province of Agusan
del Sur in the context of the ASEAN and the PQF for technical-

10


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 polytechnic
institute for technical education.

Section 7. Administration. — The Institute shall be headed by a
Vocational School Superintendent, equivalent to a Director il — SG 25,
under the supervision of the TESDA Provincial Director, 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 Vocational School Superintendent shall render full-time service
and shall be responsible for the administration and operation of the
Institute. The duties and responsibilities of the Vocational School
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 Vocational School Superintendent herein
appointed shall facilitate for the TESDA Director General to 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 Institute shall be
organized following the staffing pattern of the TESDA for such type of
school pursuant to existing laws, rules and regulations.

Section 8. Assets, Liabilities and Personnel.— All fixed and
movable assets, personnel, records and documents of the Agusan del Sur
School of Arts and Trades, as well as their liabilities or obligations shall be
transferred to the Institute: Provided, That the positions, rights and
security of tenure of faculty and personnel therein employed pursuant to
existing laws prior to their conversion of ASSAT into the Institute shall not
be impaired in the new organizational structure and staffing pattern of the
Institute.


All parcels of land belonging to the government occupied
respectively by the above-captioned institutions are hereby declared
property of the Institute and shall be titled under that name: Provided,
That, should the Institute cease to exist or such aforementioned parcels
of land be no longer needed by the Institute, the same shall revert to the
Agusan del Sur TESDA Provincial Office.

Section 9. Appropriations. — The amount needed to initially
implement the provisions of this Act shall be charged against the current
year’s appropriations of the Agusan del Sur School of Arts and Trades.
Thereafter, such amount as may be necessary for the continued operation
of the Institute shall be included in the annual General Appropriations Act.

The respective LGUs concerned, in consultation with the TESDA,
shall likewise set aside from any available local revenue an amount
deemed appropriate as fund support to the operation of the Agusan del
Sur Polytechnic Institute established herein.

Section 10. 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, the concerned LGUs, and such other relevant agencies and
industry-business partners of the host localities of the Institute established
herein shall prepare and issue the necessary rules and regulations for the
effective implementation of this Act.

Section 11. Separability Clause. — lf, for any reason, any section
of this x\ct shall be deemed unconstitutional or invalid, the other sections
or provisions hereof shall not be affected and shall thereby remain in force
and in effect.

Section 12. Repealing Clause. — All laws, executive orders,
decrees, instructions, rules and regulations contrary to or inconsistent with
any provision of this Act are hereby repealed or amended accordingly.

Section 13. Effectivity. — This Act shall take effect fifteen (15) days

after its publication in the Official Gazette or in a newspaper of general
circulation.

Approved,