Republic of the Philippines 
HOUSE OF REPRESENTATIVES 
Quezon City 
EIGHTEENTH CONGRESS 
Third Regular Session 
HOUSE BILL NO. _______ 
Introduced by HON. JOY MYRA R. SALVADOR-TAMBUNTING 
EXPLANATORY NOTE 
The transition to adulthood would mean being independent or self-reliant. This phase is crucial 
in a teenager’s life as they need not only quality education but also an avenue that will advise 
and mentor them prior to entering employment. According to the United Nations World Youth 
Report Summary in 2011, young people cited the following concerns regarding youth employment 
that are very relatable: 1. Academic training did not prepare them for employment, 2. Excessive 
obsession for qualifications and certifications, 3. Lack of chance to work and job security. Their 
report also provided that “global youth unemployment rate, which has long exceeded that of 
other age groups, saw its largest increase on record in 2009; at its peak, s75.8 million young 
people were unemployed. During economic downturns, young people are often the LAST IN and 
FIRST OUT – last to be hired, first to be dismissed. The harsh reality of having a mismatch of 
education and the demands of the market results to marginalization of the youth. 
To resolve the dilemma of rising youth unemployment, this bill creates Trabaho Centers covering 
all public schools that will provide career coaching, training, and assessments that will identify 
the potentials and internal motivations of each high school student. This will lessen and hopefully 
remove the barriers of gender discrimination, indecent work job offers, job skills mismatch. The 
linkage of public-school students to competent employers will be simpler in this Act and may also 
encourage entrepreneurship of the youth. 
This legislation will also shape our nation to be open to youth employment policies both in the 
public and private sector. Today’s technology already allows us to study a short course online and 
learn tasks remotely, hence, career opportunities must also be fairly available to the high school 
populace. 
On behalf of the people of Parañaque City’s Second District, and for the common good of the 
Filipino people, the approval of the said measure is earnestly sought. 
JOY MYRA R. SALVADOR-TAMBUNTING 
2nd District, Parañaque City 
October 9, 2021
11:02 pm
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Republic of the Philippines 
HOUSE OF REPRESENTATIVES 
Quezon City 
EIGHTEENTH CONGRESS 
Third Regular Session 
HOUSE BILL NO. _______ 
Introduced by HON. JOY MYRA R. SALVADOR-TAMBUNTING 
AN ACT 
ESTABLISHING JOB PLACEMENT OFFICES IN PUBLIC HIGH SCHOOLS TO PROVIDE 
CAREER SERVICES TO THE YOUTH, APPROPRIATING FUNDS THEREFOR, AND FOR 
OTHER PURPOSES 
Be it enacted by the Senate and the House of Representative of the Philippine in Congress 
assembled: 
SECTION 1. Short Title. – This Act shall be known as the “Trabaho Center in Schools Act.” 
SEC. 2. Declaration of Policy. – It is the policy of the State to promote full employment and 
equality of employment opportunities for all, and to afford full protection to the youth entering 
the labor force. In line with the current reforms in the education sector, the State recognizes the 
need to prepare the youth in choosing the career tracks that they intend to pursue and to aid in 
matching senior high school students with career opportunities after graduation. 
SEC. 3. Definition of Terms. – For the purpose of this Act the following, terms shall refer to: 
a)
Career Advocacy Activities – series of activities intended to prepare students for
productive career decisions that include but is not limited to career assessment and
coaching, trainings and job-matching.
b)
Career Development Plan – annual career development tool that outlines the intended
outcomes and strategic management of programs/services to collectively achieve the
end goals of the Trabaho Centers.
c)
Labor Market Information (LMI) – any information concerning the size, composition,
functions, problems or opportunities of the labor market or any part thereof, including
but not limited to employment – related intentions or aspirations of the labor market
clients.
d)
National Career Assessment Examination (NCAE) – system of assessing or evaluating
the potential or aptitude of each and every high school student to guide their decisions
in pursuing further education or employment.
e)
Skills Registry System (SRS) – An existing system utilized by the Department of Labor
and Employment (DOLE) containing potential applicant and employment information.
SEC. 4. Establishment of Trabaho Centers in Schools. – Job Placement Offices (JPOs), 
hereinafter referred to as “Trabaho Centers”, shall be established in all public high schools. 
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Trabaho Centers shall work in coordination with the Provincial, City, or Municipal Public 
Employment Service Offices (PESOs) and shall be supervised by the Trabaho Center Coordinators 
in Department of Education (DepEd) Division Offices. The Trabaho Center coordinators shall 
encourage partnerships among Educational Institutions (EI), Non-Government Organizations 
(NGOs), Industry Associations and Members, and Local Government Units (LGUs) in the 
establishment and management of the Trabaho Centers. In applicable areas, existing JPOs in 
educational institutions shall continue to operate as Trabaho Centers subject to the provisions of 
this Act, including partnering with the private sector of NGOs for an online platform. The Trabaho 
Centers shall be responsible for preparing the youth in choosing career track for their talents, 
skills and preferences and in matching these to the needs of the current and future lab or market. 
 
SEC. 5. Trabaho Center Career Advocates. – All Trabaho Center shall have at least one (1) 
Trabaho Center Career Advocate with the following functions: 
a) Keep an up-to-date database of job vacancies from employers to facilitate the exchange 
of labor market information between young job seekers and employers by providing 
employment information services specific to Senior High School, both for local and 
overseas employment; 
b) Provide job linkages and networks to employers in coordination with the provincial, city 
or municipal PESOs; 
c) Develop and administer testing and evaluation instruments for effective job selection, 
training and coaching specific to young jobseekers currently enrolled in educational 
institutions. Provided, That examinations are administered by qualified professionals; 
d) Organize of coordinate career enhancement trainings of seminars for young job seekers, 
as well as those who would like to pursue further education, livelihood or self-employment 
programs; 
e) Provide career advocacy and coaching, mass motivation and values  development 
activities integrated in career programs specifically designed for Enhanced Basic Education 
Curriculum students; 
f) Connect and partner with concerned NGOs to expand opportunities in improving the 
quality of employment facilitation programs offered in their school; 
g) Lead the teachers within their school in the administration of the annual National Career 
Assessment Examination (NCAE) and assist the students in understanding how to use 
their test results as guide in choosing their career tracks; 
h) Prepare and submit to the Trabaho Center Coordinator a school specific annual career 
development plan and budget, including other regular funding sources and budgetary 
support; and 
i) Prepare and submit a quarterly progress report on students assisted and coached to the 
Trabaho Center Coordinator. 
 
SEC. 6. Trabaho Center in Division Offices. – Each DepEd Division Office shall appoint a 
Trabaho Center Coordinator who shall: 
 
a) Coordinate with the LGU, PESO, the Local School Board (LSB), and Parent- Teacher 
Association (PTA) in the creation of the annual key career planning tool for their division, 
taking into consideration track preferences of students in their respective divisions and 
the industry most relevant to their area; 
b) Monitor the planning, implementation and evaluation of career facilitation programs and 
materials of Trabaho Centers in Schools; 


c) Convene Career Advocates from the different Trabaho Centers under their respective 
divisions for the creation of modules or guides contextualized to cover their local industry; 
d) Share best practices among divisions and other Trabaho Centers in the country in a 
modality that would be most efficient to the institution; 
e) Train Career Advocates in the administration of testing and evaluation instruments for 
effective job selection, counseling, career guidance, mass motivation and values 
development activities to be implemented for the career programs. 
f) Utilize the DOLE’s Skills Registry System (SRS) to manage the records of transactions in 
relation to career facilitation and relay information to Trabaho Center in Schools; 
g) Consolidate necessary information technology structures and systems to improve the 
collection, processing, analysis, report development and dissemination of youth career 
preferences and existing labor market information; and 
 
SEC. 7. Qualifications of Trabaho Center Career Advocates. – Notwithstanding the 
provisions of Section 27 of Republic Act No. 9258, otherwise known as the “Guidance and 
Counseling Act of 2004”, career and employment advocates, who are not registered and licensed 
guidance counselors, shall be allowed to conduct career advocacy activities for students of the 
school where they are currently employed: Provided, That they undergo training programs related 
to career advocacy. Career advocates employed shall hold a non-teaching position and shall focus 
on activities for youth employability programs in coordination with the DOLE and other relevant 
agencies and partner institutions, both public and private. 
 
SEC. 8. Higher Education Institutions (HEIs) and Technical Vocational Institutions 
(TVIs). – Higher Education Institutions (HEIs) and Technical Vocational Institutions (TVIs) are 
encouraged to establish Trabaho Centers in their schools to prepare their students in choosing 
career tracks fit for their talents, skills and preferences and in matching these to the needs of the 
current and future labor market, in accordance with the provisions of this Act. 
 
SEC. 9. Information Dissemination. – The Philippine Information Agency, in coordination with 
the DedEd, DOLE and the DILG, shall ensure proper and adequate information dissemination of 
the contents and benefits of the Act to pertinent entities in all provinces, cities, municipalities and 
barangays. 
 
SEC. 10. Appropriations. – The Amount necessary to implement the provisions of this Act shall 
be charged against the current year’s appropriations of the DepEd. Thereafter, such as may be 
necessary for its continued implementation shall be included in the annual General Appropriations 
Act. 
 
SEC. 11 Implementing Rules and Regulations. – Within ninety (90) days from the effectivity 
of this Act, the DepEd, in coordination with Department of Labor and Employment (DOLE), 
Department of Interior and Local Government (DILG), Commission on Higher Education (CHEd), 
Department of Trade and Industry (DTI) and Technical Education and Skills Development 
Authority (TESDA) and other relevant agencies shall formulate the necessary rules and regulations 
to implement the provisions of this Act.  
 
SEC. 12. Separability Clause. – If any provision of this Act is held invalid of unconstitutional, 
the same shall not affect the validity and effectivity of other provisions hereof. 
 


SEC. 13. Repealing Clause. – All laws, decrees, executive order, and rules and regulations 
contrary to or inconsistent with the provisions of this Act are hereby repealed or modified 
accordingly. 
 
SEC. 14. Effectively. – This Act shall take effect fifteen days from the date of its publication in 
the Official Gazette or in at least two (2) newspapers of general circulation. 
 
Approved,