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Republic of the Philippines S* RECEIEp **.
House of Representatives are, JUL 4 1 2049 ‘th
Quezon City \ TIME, 9“)
EIGHTEENTH CONGRESS

First Regular Session

014
HOUSE BILL.NO. 7”

INTRODUCED BY REPRESENTATIVE ALFRI

EXPLANATORY NOTE

Article XIII Section 3 of the 1987 Philippine Constitution provides that the
State shall afford full protection to labor and promote full employment and
equality of employment opportunities for all.

One of the promises of the K to 12 Basic Education Program is that our high
school graduates will be ready for employment right after they complete Grade
12. At present, unfortunately, even earning a college degree does not guarantee
that our young graduates will ind a job right away.

As of January 2017, the Philippine Statistics Authority has recorded the
country’s unemployment rate at 6.6 percent. Thus, there is a need not only to

generate employment opportunities, but also address the jobs mismatch in the
country.

This bill seeks to establish a Trabaho Center in every public high school in
the country and bridge the gap between the demands of the job market and the
skills and knowledge of the supply of graduates. Among the functions of these
Trabaho Centers shall include linking the industries to our academic institutions
for continuous checking of curricula and courses offered, providing career
coaching for students, and, eventually, facilitating the employment of students.

In view of the fe

regoing, the immediate approval of this bill is sought.

‘ALFRED VARGAS


Republic of the Philippines
House of Representatives
Quezon City

EIGHTEENTH CONGRESS
First Regular Session

HOUSE BILL NO 2014

INTRODUCED BY REPRESENTATIVE Al

ANACT |
ESTABLISHING JOB PLACEMENT OFFICES IN PUBLIC HIGH SCHOOLS TO
PROVIDE CAREER SERVICES TO THE YOUTH,

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 “Trabaho Centers
in Schools Act

SEC, 2. Declaration of Policy. - Itis 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 includes 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 the 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.

(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 Center in Schools. - Job Placement
Offices (JPOs), hereinafter referred to as “Trabaho Centers,” shall be established in
all public high schools, Trabaho Centers shall work in coordination with the
Provincial, City or Municipal Public Employment Service Offices (PESOs) and shall
be supervised by Trabaho Center Coordinators in Department of Education
(DepEd) Division Offices. The Trabaho Center Coordinators shall encourage
partnership among Educational Institutions (Els), 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. Schools shall explore new and
innovative systems to carry out the provisions of this Act, including partnering
with the private sector or NGOs for an online platform. The Trabaho Centers shall
be responsible for preparing the youth 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.

SEC. 5. Trabaho Center Career Advocates. - All Trabaho Centers shall have
at least one (1) Trabaho Center Career Advocate with the following function:

|
{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 PESO:

(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 or coordinate career enhahcement trainings or 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 Cur ‘riculum 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 rolure tel (NCAE) and assist the

students in understanding how to juse 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 divisipn, 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 Centers 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

(h) Provide linkages to training providers needed by the schools in relation
to local industry


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 activitics 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
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 DepEd, DOLE and the DILG, shall ensure proper and
adequate information dissemination of the contents and benefits of this 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 sums 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
trom the effectivity of this Act, the Secretary of Education, in coordination with the
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. - It any if this Act is held invalid or
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, Effectivity. - This Act shall take effect fifteen (15) days from the
date of its publication in the Official Gazette or in at least two (2) newspapers of
general circulation,

Approved,