Republic of the Philippines

HOUSE OF REPRESENTATIVES 2 THAR 2012

Quezon City : Ap P.
FIFTEENTH CONGRESS fr
Second Regular Session te
ws
COMMITTEE REPORT No._ 2063
TMAR 2012

Submitted by the Commifttge on Basi jon and Culture on
Re : House Bill’ No. maneleUE

Recommending its approval in substitution of House Bill No. 4358.
Sponsors: Representatives Salvador H. Escudero III and Sharon S. Garin

Mr. Speaker:

The Committee on Basic Education and Culture to which was referred House Bill No.
4358 introduced by Rep. Sharon S. Garin, entitled:

“AN ACT.
PROMOTING RURAL FARM SCHOOL AS AN ALTERNATIVE DELIVERY
MODE OF SECONDARY EDUCATION” .
6050

has considered the same and recommends that the attached House Bill No. __ __, entitled:

“AN ACT.
ESTABLISHING RURAL FARM SCHOOLS AS ALTERNATIVE DELIVERY
MODE OF SECONDARY EDUCATION AND APPROPRIATING FUNDS
THEREFOR”

be approved in substitution of House Bill No. 4358 with Representatives Sharon S. Garin,
Salvador H. Escudero Ill, Bernadette R. Herrera-Dy, Erico B. Aumentado, Ma. Victoria R. Sy-
‘Alvarado, Cesar V. Sarmiento, Emmeline Y. Aglipay, Fatima Aliah Q. Dimaporo, Imelda Q.
Dimaporo, Hermilando I. Mandanas, Lucy Torres-Gomez, Mel Senen S. Sarmiento, Manuel S.
Agyao, Pastor M. Alcover, Jr., Jorge T. Almonte, Vicente F. Belmonte, Jr., Jonathan C. Yambao,
Ranulfo P. Canonigo, Abigael Faye C. Ferriol, Salvio B. Fortuno Alfredo A. Garbin, Jr., Scott
Davies S. Lanete, Homer A. Mercado, Francis Emmanuel R. Ortega, Cresente C. Paez, Angelo B.
Palmones, Pedro M. Pancho, Solaiman C. Pangandaman, Elmer E. Panotes, Ponciano D. Payuyo,
Maximo B. Rodriguez, Jr., Mercedes K. Alvarez, Juan Edgardo M. Angara, Rodolfo W.
Antonino, George P. Amaiz, Salvador P. Cabaluna Ill, Nancy A. Catamco, Antonio A. Del
Rosario, Florencio C. Garay, Fernando V. Gonzalez; Agapito H. Guanlao, Rodante D. Marcoleta,
Joaquin Carlos Rahman A. Nava, Carlos M. Padilla, Mohammed Hussein P. Pangandaman, Jose
R. Ping-ay, Deogracias B. Ramos, Jr., Rene L. Relampagos, Jesus N. Sacdalan, Mark Aeron H.
Sambar, Irwin C. Tieng, Acmad M. Tomawis, Lord Allan Jay Q. Velasco, Mark Llandro L.
Mendoza, Isidro T. Ungab, Rufus B. Rodriguez, Roger G. Mercado, Evelyn P. Mellana, Arnulfo
F. Go and Cesar G. Jalosjos as authors thereof.

Respectfully submitted,
x
s. (OR H. ESCUDERO
Chairperson
Committee on Basic Education and Culture
‘THE HONORABLE SPEAKER
HOUSE OF REPRESENTATIVES

QUEZON CITY


Boamraauaens

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Republic of the Philippines
HOUSE OF REPRESENTATIVES
Quezon City

FIFTEENTH CONGRESS
Second Regular Session

HOUSE BILL NO. 6C50
(In substitution of House Bill No. 4358)

Introduced by Representatives Sharon S. Garin, Salvador H. Escudero III, Bemadette R.
Herrera-Dy, Erico B. Aumentado, Ma. Victoria R. Sy-Alvarado, Cesar V. Sarmiento,
Emmeline Y. Aglipay, Fatima Aliah Q. Dimaporo, Imelda Q. Dimaporo, Hermilando I.
Mandanas, Lucy Torres-Gomez, Mel Senen S. Sarmiento, Manuel S. Agyao, Pastor M.
Alcover, Jr., Jorge T. Almonte, Vicente F. Belmonte, Jr., Jonathan C. Yambao, Ranulfo P.
Canonigo, Abigael Faye C. Ferriol, Salvio B. Fortuno Alfredo A. Garbin, Jr., Scott Davies S.
Lanete, Homer A. Mercado, Francis Emmanuel R. Ortega, Cresente C. Paez, Angelo B.
Palmones, Pedro M. Pancho, Solaiman C. Pangandaman, Elmer E. Panotes, Ponciano D.
Payuyo, Maximo B. Rodriguez, Jr., Mercedes K. Alvarez, Juan Edgardo M. Angara, Rodolfo
W. Antonino, George P. Amnaiz, Salvador P. Cabaluna III, Nancy A. Catamco, Antonio A.
Del Rosario, Florencio C. Garay, Fernando V. Gonzalez, Agapito H. Guanlao, Rodante D.
Marcoleta, Joaquin Carlos Rahman A. Nava, Carlos M. Padilla, Mohammed Hussein P.
Pangandaman, Jose R. Ping-ay, Deogracias B. Ramos, Jr., Rene L. Relampagos, Jesus N.
Sacdalan, Mark Aeron H. Sambar, Irwin C. Tieng, Acmad M. Tomawis, Lord Allan Jay Q.
Velasco, Mark Llandro L. Mendoza, Isidro T. Ungab, Rufus B. Rodriguez, Roger G.
Mercado, Evelyn P. Mellana, Amnulfo F. Go and Cesar G. Jalosjos

AN ACT
ESTABLISHING RURAL FARM SCHOOLS AS ALTERNATIVE DELIVERY
MODE OF SECONDARY EDUCATION 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 “Rural Farm Schools
Act”,

SEC. 2. Declaration of Policy. — It is hereby declared to be the policy of the State to
protect and promote the right of all citizens to quality education at all levels and take
appropriate steps to make such education accessible to all. Further to this, the State shall
establish, maintain, and support a complete, adequate and integrated system of education
relevant to the needs of the people and society and 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.

‘The State shall likewise promote sustainable agricultural productivity and rural
development by empowering the human capital in the countryside through access to avenues
of learning suited to the needs and realities of the rural agricultural communities

In furtherance of the principles of social justice and social equity, the State shall
provide the necessary support to the beneficiaries of the Comprehensive Agrarian Reform


Car auEone

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Program (CARP), including but not limited to the provision of access to a broad range of
educational opportunities to their children.

SEC. 3. Definition of Terms. — For purposes of this Act, the following terms shall be
defined as follows:

(a) Alternative Delivery Mode refers to the non-traditional education program
recognized by the Department of Education (DepEd) which applies a flexible learning
philosophy and a curricular delivery program that includes non-formal and informal sources
of knowledge and skills. An alternative delivery mode may include the use of facilitator-
aided and interactive self-instructional print and audio-based learning materials, video tapes,

structured learning groups, semi-structured and unstructured discussions, one-on-
is, study groups and self-learning groups, demonstration sessions, home visits,
mentoring and remediation;

(b) Rural Farm School refers to a parallel learning system and an alternative
delivery mode of secondary education. It provides for facilitative and experiential learning
on the core subjects of the secondary education curriculum with focus on agri-fisheries,
designed to address the needs of children in rural, agricultural or fishing communities;

(©) Public Rural Farm School refers to a rural farm school operated by the
government or any of its political subdivisions;

(@ Private Rural Farm School refers to a rural farm school operated by a private
entity, a non-government organization or a farm association. This is a school which is not
funded by the government or any of its political subdivisions;

(e) Tutors refer to facilitators or instructors who comprise the teaching staff of the
rural farm school. They are specialists in their own fields of endeavor and who facilitate the
educative process;

(f) CARP Beneficiaries refer to farmers or their kin who had received Certificates
of Land Ownership (CLOA) or Emancipation Patents under Republic Act No. 6657, as
amended, otherwise known as The CARP Law of 1988;

(g) Agrarian Reform Community refers to a barangay or cluster of barangays where
accritical mass of agrarian reform beneficiaries is situated; and

(h) Farm Entrepreneurship refers to the inter-mingling of finance, business and
agriculture in setting into operation or motion a business venture involved in the production
of agricultural commodities or enterprises.

SEC. 4. Establishment of Rural Farm Schools. ~ Rural farm schools are hereby
established to provide an alternative delivery mode of secondary education. ‘The public rural
farm schools shall be free from tuition and other schoo! fees, except those fees which may be
allowed by the DepEd. Private rural farm schools shall set a minimal tuition and other fees
subject to the approval of the DepEd: Provided, That the relatives of CARP beneficiaries up
to the third degree of consanguinity in the descending line shall be exempt from payment of
the fees.

‘The DepEd shall institutionalize high standards of quality assurance in rural farm
schools, ‘These standards shall involve prescribing guidelines and policies on the operation

®@


Socersaueene

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and management of rural farm schools as well as basic curricular content to ensure the
credibility and academic integrity of rural farm schools.

__ Within one (1) year upon the formulation of the Implementing Rules and Regulations
of this Act, the DepEd shall encourage the establishment of at least one (1) public rural farm
school in every province in the country.

____ SEC. 5. Implementing Agency. ~ The DepEd, through the Bureau of Secondary
Education, shall regulate the organization and operation of the rural farm schools and the
implementation of its curriculum as prescribed herein.

SEC. 6. Curriculum and Teaching Methodology. ~The curriculum of the rural farm
school shall follow the core secondary education curriculum of the DepEd with add-on
courses focused on Agri-Fishery Arts.

The last two (2) academic years in the rural farm school educational system shall
focus on integrative learning across all subject disciplines in the curriculum with emphasis on
farm entrepreneurship theory and practice and its promotion as a tool in cultivating local
entrepreneurs, revitalizing rural economies and repopulating rural communities.

‘The rural farm schools shall apply a flexible learning philosophy which may include
an alternative delivery mode as recognized by the DepEd.

SEC. 7. Eligible Students. — Graduates of elementary school education, regardless
of age, shall be eligible to enroll in the rural farm schools for their secondary education.

Relatives of the beneficiaries of the CARP up to the third degree of consanguinity in
the descending line shall be given priority in admission when the rural farm school cannot
accommodate all of those applying for enrollment.

SEC. 8. The School Head. — Every rural farm school shall have a school head to
‘oversee its operations and management. The school head shall be tasked to facilitate the
tutors’ participation in professional development activities including technical skills training
and extension services by the DepEd, Department of Agriculture (DA), and the Department
of Agrarian Reform (DAR). The school head shall also ensure that the curricular program is
properly implemented and sufficient and adequate educational resources are available and
accessible to the students.

SEC. 9. The Tutors. — The tutors of the rural farm school shall be specialists in their
fields of endeavor. They shall act as teachers, guidance counselors, rural developers,
livelihood project proponents, marketing specialists, and/or project consultants. ‘They shall
establish a working partnership with the parents by conducting parent-tutor dialogues and
parent workshops.

SEC. 10. Salary of Rural Farm School Personnel. ~ Public rural farm school
personnel shall receive a monthly basic salary based on the compensation prescribed under
the Salary Standardization Law, as amended, in addition to other benefits prescribed by law.

In the case of private rural farm school personnel, they shall receive the salary and
other benefits prescribed under the Labor Code of the Philippines.

®@


SEC. 11. Skills Training and Extension Support. ~ The DepEd, DAR, DA,
Technical Education Skills and Development Authority (TESDA) and the Agricultural
Training Institute (ATI) shall provide continuous technical skills training and provision of
extension materials including but not limited to books, student workbooks, teaching session

guides, and other materials or equipment on the subjects offered, and other extension services
to the tutors of rural farm schools.

SEC. 12. Accreditation of Rural Farm Schools. — The DepEd shall set the
requirements for accreditation of rural farm schools and accredit those that shall meet the

prescribed requirements. Rural farm schools may not operate unless accredited by the
DepEd.

The DepEd may withdraw or downgrade the accreditation of a rural farm school if it
fails to maintain the standards set for its accreditation.

All accredited private rural farm schools, their mentors or facilitators, and students
shall be eligible for subsidies under Republic Act No. 6728, as amended by Republic Act No.
8545, or the Expanded Government Assistance to Students and Teachers in the Private
Education Act.

SEC. 13. School Monitoring and Evaluation. ~ The DepEd shall conduct regular
monitoring and evaluation to determine continuing compliance with the requirements on
accreditation status of the rural farm schools and to determine whether or not the rural farm
schools adhere to the standards of quality assurance prescribed by the DepEd.

SEC. 14. Tax Exemption. — Any donation, contribution, bequest or grant which may
be made to a rural farm school duly accredited under Section 12 of this Act, shall be exempt
from the donor’s tax and the same shall be considered as allowable deduction from the gross
income in the computation of the income tax of the donor in accordance with the provisions
of the National Intemal Revenue Code (NIRC) of 1997, as amended: Provided, That the
rural farm school has likewise been accredited by the Philippine Council for NGO
Certification (PCNC)

SEC. 15. Appropriations. — The Secretary of Education shall immediately include in
the Department's program the operationalization of the public rural farm schools, the funding
of which shall be included in the annual General Appropriations Act.

SEC. 16, Implementing Rules and Regulations. ~ Within ninety (90) days after the
effectivity of this Act, the DepEd, in consultation with the DA, DAR, TESDA and ATI, shall
formulate the rules and regulations needed for the effective implementation of this Act.

SEC. 17, Separability Clause. ~ If any provision, or part hereof, is held invalid or
unconstitutional, the remainder of the law or the provision not otherwise affected shall remain
valid and subsisting.

SEC. 18. Repealing Clause. — All laws or parts thereof, decrees, orders, rules: and
regulations inconsistent with the provisions of this Act are hereby repealed or modified

accordingly.

SEC. 19. Effectivity Clause. — This Act shall take effect fifteen (15) days after its
publication in the Official Gazette.

Approved,
®


FACT SHEET
House Bhi'No. 6050

Substitute Bill of House Bill No, 4358
(As Approved by the Committee)

RURAL FARM SCHOOLS ACT OF 2012
Introduced by: REP. SHARON S. GARIN

Committee Referral: COMMITTEE ON BASIC EDUCATION & CULTURE (Primary)
Committee Chairperson: REP. SALVADOR H. ESCUDERO III

Committee Referral: COMMITTEE ON APPROPRIATIONS (Secondary)
Committee Chairperson: REP. JOSEPH EMILIO A. ABAYA

Committee Referral: COMMITTEE ON WAYS AND MEANS (Secondary)
Committee Chairperson: REP. ISIDRO T. UNGAB

OBJECTIVES:

To provide the rural youth opportunities for and access to learning at the minimal or zero

cost by equipping them with appropriate knowledge and skills that can be readily applied
in their environment

To entice the rural youth to engage in agricultural courses and/or enterprises leading to
agricultural viability and sustainability

KEY PROVISIONS:

Establishes rural farm schools that provide alternative delivery mode of free secondary
education

Encourages the Department of Education (DepEd) to establish at least one public rural
farm school in every province in the country

‘Adopts the core secondary education curriculum of the DepEd with add-on courses
focused on Agri-Fishery Arts

Authorizes the DepEd to set the requirements of accreditation of rural farm schools and to
accredit those that shall meet the prescribed requirements

Mandates the DepEd, Department of Agrarian Reform (DAR), Department of Agriculture
(DA), Technical Education Skills and Development Authority (TESDA) and the Agricultural
Training Institute (ATI) to provide continuous technical skills training and provision of
‘extension materials including but not limited to books, student workbooks, teaching
session guides, and other materials or equipment on the subjects offered, and other
extension services to the tutors of rural farm schools

Grants tax exemptions and/or incentives for donations to rural farm schools duly
accredited by the Philippine Council for NGO Certification (PCNC)

Mandates the DepEd to provide regular funding support for rural farm schools in the
annual General Appropriations Act

RELATED LAWS:

1987 Philippine Constitution
Batas Pambansa Big. 232, “Education Act of 1982"


Introduces: vy henerable Snaron

EXPLANATORY NOTE

inequality pervades iA our society Secause opportunities are unfairly d’scributad.
And ro provide equiliirivm in oppertur ties ‘7 a social spectra, education is being giver the

thrust ~ sald te be the great equalizer and veiscce whee! of social machinery,

But beyord tre discourse of
cality because:

1B emphasis on educatien “2¢ sq

tes v0 a produ:

Bee rac

cf concepts ane theories Dui

Ts Tere tran just:

nsioemat en and em, duais and commu

For this reason, if the government is serious in izs commitment to sural develoement
ana empowerment, a fundamenta, ster cc be taken is ensuring eauitabie access tc
education in the countryside. Statistics have consistently dernonstrated the widening gap
between urban and tural development, anc concamitantly, poverty incidence. The poverty
incidence victimizes a bulk of the agricult..ra: sector who mostly reside in the rural areas
resulting tc a vicious cycie of worsening deprivation, marginalizacion na
underdevelopment,

Education can aiso be used in ensuring sustzinapie agriculture: preductivi tne
country for the coming decades by creating a7. educational system applicable and Fitting 10
agricultural communities. As suck, t-e your are net keen In taking professicns in the
agriccitural sector. Proof of this is the awicdting figures of enrolment and numer of
gracuates of apricuttural courses. “Te zireacy low figures of enrollees decrease
@ academic years commence, -esuiting 10 6'sappointingiy few graduates of
agricuttara: courses.

nermare as

Traditional adux

Yional systems neve ong >
e rural communities nec ax acu

en speckled throughout the country
+ suited to their environmen: anc

ore



realities. Hence, this bill proposes to promote Rural Farm $chaols as an alternative delivery
mode of secondary education without sacrificing quality of education.

a parallel learning system and an alternative d

ne Rural Farm Schoo! shall
mode of secondary education, It is a facilitative and experiential learning on the core
Subjects of cocial sciences, numeracy, literacy with focus on agriculture and patterned after
the needs of rural, ageicultural communities. it nas fou academic years with the last year
being integrative learning with emphasis cn farm entrepreneurship to encourage the youth
co become local entrepreneurs in thelr respective rural, agec

‘the reaching methodology provides 2 flexible alternative to the rigid structure of
formal education. In the Rural Farm Scheel, students engage 19 an alternating tra)
cé hame and schoot period. The student may go te learning centers as scheduled by the
scnoo! to learn concepts and theories or the students may obtain modules from the tutors
and take it home subject to the mor! g and assessment of the tutors. The other half af
the cycle #s the home period wherein the students shall spend half of the educative process
at home as they work in theic own farms or in other farms or enterprises to apply and
practice the academic principles learned from school

In consonance with the State's policy to provide free secondary education, the
students enrolled in public Rural Farm Schcols will not pay any tuition fee, Having minimeat
guerhead expenses because of the flexible methodology and having no tuition fee lesser the
Poancial burden on the parents especially since abject poverty is prevaient in the rural
pocket sides.

ned in furtherance of attaining <aciat equity. the children and grandchildren of CARP
neneficiaries are given preference in admission should the school exceed ts aliowabie
cumber of enrollees, They shall likewise be exempted from paying tuition fees in priate
caver led Rural Farm Schools, Agrarian Reform Communities, on the other hand shalt be
given priority In the site setection and establ/shment of Rural Farm Schoois,

Tne Rural Farm School is, thus, 2 multipronged attack against poverty, inequity
agriculturat decline, and economic constriction in the rural areas Firstly, & provides
opportunities for and access to learning, at minimal! or zero cost, to the rurat youtn,
equipping, them with appropriate knowiedge and practical skills that can be readily appiied
vn their environment, Secondly, it entices the rural youth ta engage in agricultura: Courses
‘and/or enterprises leading to agriculturat viability and sustainability, Accordingly, these wi
warm the social and economic engines of the countryside, lessening poverty
empowering the ural communities.

incidence and

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

Se
ATTY. SHARON S. GARIN
Repeasenpayie

Aambis-GWa Party List


introduced by Honorable Sharon $. Garin

AN ACT
PROMOTING RURAL FARA SCHOOL
AS AS ALTERNATIVE DELIVERY MODE
OF SECONDARY EDUCATION

et enacted by the Senate and the mause of 4epresentatives of the Philippines in Congress
assembled.

Section 1. Title. - This Act stall be known. Rusa. Sarne. Serwols Act of 2024,

Section 2. Declaration of Policy. ~:t is a decared peiiey of tae State te protect and premere
the righ: of all citizens x0 quality educat'c- at a. eveis anc take appropriate steps to make
such education accessible to all. Further te this, the State shail establish, maintain. and
sport a complete, adequate and integrated system of education relevant to the needs of
the people and society and encourage non-formal, informal and indigenous jear
systems, as weli as self-learning, independent and out-of-schoo! study programs particuerly
‘those that respond to community reeds.

The State shall likewise promcte sustainable agricultural productivity an:
deveicement by empowering the human capita! .n tre countryside through access to
avenues cf learning sulted to the neads arc reaities of the rural, agriculturai commun’

2 furtherance of the prircizes of seoa d socia’ equity, the State sraz
“cyige tne necessary support co tre sereve'aas of che Comprehensive Agrarian 3eform
Srog-am: (CARP), Including but nor imiec te t7e provision of access to a broad range of
ecucatiorai opportunities vo their chi.den.

wrice



SECTION 3. Definition of Terms.

For purposes of this Act, the following terms shal! be

defined as follows:

3}

2

Section 4. Rural Farm Schools as Alcerni

“Alternative Delivery Mode” refers 10 the nontraditional educazicn orcgram
recognized by the Dapactmen: of Education (DapEd) which applies 2 fiexibie learning
piilosopny and 4 curricular delivery scogram that includes non-formal ara info"ma
sources of knowledge and skills. Av ahernative delivery mode may inciuce the use
of facilitater-zidea and interactive se7rszrectional print and audio-based ‘earning
materials, video tapes, face-to-face st-uctured learning groups, semi-structured and
unscructured discussions, ene-cr-cre tutorials, study groups and sefresrning
groups, demenstration sessicns, nome y'sits, mentoring and remediation.

“Rura’ Farm Schoo!” refers zo a gara.e learning system and an a'tesnacive ae.ive-v
meee of secondary acucetion.

acleers of sosial sciercas

recneci after she needs 0% -,

“Pubic Rural Feri Seno
Seversment Gr its politica! subdivisic:
“Private Rural Farm School” refers to Rural Farm Schools operated by private
entities, non-government organizations or farm associations. These are schools
which are not funded by the Government or its political subdivisions.

“Tutors” refers to the facilitators o* instructors who comprise the teaching staff of
the Rural farm Schools. They are speciaiists ix their own fields of endeavor ané who
facilitate the educative process

“CARP Beneficiaries” refers to fermers or their kin who had receives Certificates o:
Land Ownership (CLOA) or Emancipation Patents under Republic Act No. 65
amenced, known as “The CAR?
“Agrarian Reform Community” ce‘e-
icai mass of agrarian reform ene
nttepransurship” refers nter-mingling cf finance, busines
agrcuituee In sezting into operaticn cr “notion a business venture Invelved in the
erecuction of agricultera, cormmoe ies or enterprises,

“Fam a

2 Delivery Mode of Secondary Education. -

Rural Farm Schocls (RFS) are hereby creaies ana established as an Alternative Getivery

Mode

of Secondary Education. The Aura Farm Schoo!s shall be duly recognized and

supervised by the Depariment of Education. i: shall nave the following components

ej Curriculum and Yeaching Methseo‘ogy

The Rural Farm School sysiem shai: nave a curricular programm of four (4) aeaaemic
years fer secondary education, .t shai be an experiential learning with a:tarnating
ining cycle of home and schoo! periog. Tha curricular program should inciude the
social sciences, numeracy, iiteracy, with focus on agriculture, including out not
Emited to farming, crop production, saima: husbandry, and aquaculture, and other
discipiines as ray be prescr'peq by the Separtment of Education.

The Rural farm School shalt apply a flexiz'e learning phitesophy whieh may include
the use of facilitator-aiged anc ins 2 salf-insteuctiona? print and audio-vased
earning materiais, video tapes, ce structured learning groups. semi-

wired and unstructured discussions, one-or-o7e tutorials, study groups and self-


fearning groups, demonstration sessions, nome visits, mentoring and remeciaticn

and such other methoes as may ce srescrived oy the Department of Education.

Tne Rura! Farm Schooi may hoid casses at the iesrning center on the subjcets

oMered to comprise the schco! ceriad of the alternating tralting cycle. The Rura
Farm Schoo: may also chagse te ster ‘earning modules for the students x
ome and study at their own tine sublect 16 paticdic mocitaring ane assess:
the tetors.

rece

wee

The students shall likewise spend na'f of the ecucative process at home as they work
‘© their own farms or ia other farms or enterprises to apply and practice the
acadernic principles iearnec fram scnoc’.

Department of Sducation s-21 oresctibe guicelines on tre classes and/or
earning schedule to be affe-ec by dn: Fe-ms Scheels.

3 Eligible Students
Cnilaren with ages petween twese (77) end eighteen (18) years old, male and
femaie, may enroll in the Rural for tneir secondary educatior

cj Tutors

The tutors of the Qurai Farm Scrce: sha: pa specialists in their fields of erdeaver.
They shall act as teachers, guicarce counselors, rural developers, \iveiihood pro!
propenents, marketing specialists, aca/or erelect consultants. The cutcrs shai!
establish a working parmnerstip with the parents by conducting parent-tutor
dialogues and parent worksheps.

Unless a special law provides a higher saiary, the teaching staff of a pubsic Aura: Farm
School shail receive a basic salary zs prescribed in Republic Act 4670 or the Magna
Carta for Public Schoo! Teachers and other ralated laws and the teaching staff of 3
private Rural Farm Schoo! shall receive a basic salary not lower than the prescribad
minimum wage for the locality

} Schoo! Director

ery Rusval Farm School sho chow! Director te oversee its operations and
management. The Senso! Dir xesked to facilitate the wters’ participation *r
srotessicnal develoament activities ‘scx.e’ng technical skils training and extension.
services ay the Departmen: of Department of Agriculture, and
Department of Agrarian Aefern. Tre Seno: Director is likewise tasked te ensure
ar the curricular program 's gropery wxpiementec and sufficlan: and adequate
educational resources are avetiavie anc accessible to the students,

e) Tuition Fee

In adherence to Republic Acc 6655 or the “ree Secondary Education Act, students
enrolied in public Rurai Farm Schools shail be free from payment of tuition and otner
schoo! fees, except fees relate to membership in the school community suen as
fentification cards, student organ:zaciens and publication which may be coliected.

Private Rural Farm Schoels shali set a -%
Department of Educ

imal tuition fee subject to tre pprova
ni Prov.oed, that relatives of CARP beneficiacies up to



third degree of consanguinity in the descending line shall be exempt from payment
of said tuition fees.

ff) Learning Center
There shall be an adequate, secure, and physically accessible schoolhouse which
shall function as a meeting place and learning center for the tutors and students to
interact. Students shall access their modules or instructional materials at the
schoolhouse.

g) Community Partnership

The Rural Farm Schools shall establish productive partnership with the local
community, including groups interested in the achievement of the goals and
objectives of this Act, and in providing financial assistance, technological transfer,
and extension services.

Section S. Farm Entrepreneurship. The fourth and last academic year in the Rural Farm
School educational system shall focus on integrative learning across all subject disciplines in
the curriculum with emphasis on farm entrepreneurship theory and practice and its
promotion as a tool in cultivating local entrepreneurs, revitalizing rural economies and
repopulating rural communities.

Section 6. Rural Farm School in Every Province. - Within one (1) year upon formulation of
the Implementing Rules and Regulations of this Act, the Department of Education shall
establish at least one (1) Rural Farm School in every province in the country.

Section 7. Priority to CARP Beneficiaries and Agrarian Reform Communities. — Relatives of
the beneficiaries of the Comprehensive Agrarian Reform Program (CARP) up to third degree
‘of consanguinity in the descending line shall be given priority in admission when the Rural
Farm School cannot accommodate all of those applying for enrollment.

Without prejudice to the provisions of Section Six {6) hereof, Agrarian Reform Communities
shall be given priority in the site selection and establishment of Rural Farm Schools
whenever possible or applicable.

Section 8. Skills Tralning and Extension Support. - Department of Education, Department
of Agriculture, and the Department of Agrarian Reform shall provide continuous technical
skills training and provision of extension materials including but not limited to books,
student workbooks, teaching session guides, and other materials or equipment on the
subjects offered, and other extension services to the tutors of Rural Farm Schools.

Section 9. Quallty Assurance. The Department of Education shall institutionalize high
standards of quality assurance in Rural Farm Schools. This shall involve prescribing
guidelines and policies on the operation and management of Rural Farm Schools as well as
basic curricular content to ensure the credibility and academic integrity of Rural Farm
‘Schools.

Section 10. Accreditation of Rural Farm Schools. — The Department of Education shall set
the requirements of accreditation of Rural Farm Schools and accredit those that meet the
prescribed requirements. Rural Farm Schools may not operate unless accredited by the
Department of Education.


The Department of Education may withdraw or downgrade the accreditation of a
Rural Farm School if it fails to maintain the standards set for its accreditation.

Section 11. School Monitoring and Evaluation. - The Department of Education shall
conduct regular monitoring and evaivation to determine continuing compliance with the
requirements on accreditation status of the Rural Farm School and to determine that the
Rural Farm Schools are adhering to the standards of quality assurance prescribed by the
Department of Education

Section 12. Tax tncentives. - All gifts and donations for the benefit of the Rural Farm
School, for its support and maintenance or for aid to any of its students shall be tax-exempt
and shall be an allowable deduction from the gross-income of the donors. For the purpose
of income taxation, the schoo! shall be exempt from payment of all taxes, fees, assessments
and other charges of the Government, its branches and subdivisions. It shall likewise be
exempt from taxes and duties on any equipment, books, articles, goods or services it may
import from abroad. The Farm School shall also be exempt from the payment of real
Property tax on the property actually, exclusively and directly used by it for educational
purposes.

Section 13. Implementing Rules and Regulations. - The Department of Education,
Department of Agriculture, and the Department of Agrarian Reform shall formulate and
prescribe the Implementing Rules and Regulations necessary to carry out the provisions of
this Act.

Section 14. Appropriations. - The amount necessary to carry out the purposes of this Act is
hereby authorized to be appropriated in the General Appropriations Act to be made
available within one (1) year from the approval of this Act. Thereafter, continuing
appropriations shall be appropriated in subsequent General Appropriations Acts: Provided,
That the appropriation, for the purposes of this Act, shall not be reduced by Congress below
the amount appropriated for the previous year and, after approval, shall be automatically
and regularly released.

Section 15, Separabillty Clause. - ~ If any provision, or part hereof, is held invalid or
unconstitutional, the remainder of the law or the provision not otherwise affected shall
remain valid and subsisting.

Section 16. Repealing Clause. - All laws or parts thereof, decrees, orders, rules and
regulations inconsistent with the provisions of this Act are hereby repealed or modified
accordingly.

Section 17. Effectivity Clause. - This Act shalt take effect immediately following. its
Publication in a newspaper of general circulation or in the Official Gazette, whichever comes
first.

Approved,


ie) :)

ie ~

Sy HOU of the Philippines

[sy i) F REPRESENTATIVES,

ke i COMMITTEE ON BASIC EDUCATION AND CULTURE

rg/ 3" Floor Ramon V. Mitra jr. Building, Batasan Hills, Quezon City

a ‘Telefax 951-4333; 931-5001 loc. 7146; E-mail; basiceduculture@yahoo.com

HOUSE OF REPRESENTATIVES,
Committee on Appropriations,

faiarmnann
8 August 2011 E AUG 08 2011 )
HON. JOSEPH EMILIO A. ABAYA IG LSU UY
Chairperson By: 4 Control No.
Committee on Appropriations 2B pr

ar Chairperson Abaya:

The Committee on Basic Education and Culture approved on 2 August 2011 the attached
House Bill No. ___, entitled:

AN ACT
ESTABLISHING RURAL FARM SCHOOLS AS ALTERNATIVE DELIVERY
MODE OF SECONDARY EDUCATION AND APPROPRIATING FUNDS
THEREFOR

in substitution of House Bill No. 4358 with Representatives Sharon S. Garin, Salvador H.
Escudero III and Mark Llandro L. Mendoza as authors thereof.

Considering that a proposed funding is provided for in Section 15 of the aforementioned bill,
the Committee deemed it appropriate to refer the same to the Committee on Appropriations
for comment and approval.

Thank you

Very truly yours,

SALVADOR H. ESCUDERO IIL
Chairperson

14 R. RICAFORT

Committed Sepretary


Republic of the PLjlippines
ouse uf Representatives
Quezon City, Meteo Manila

HON. JOSEPH EMILIO A. ABAYA
Congressman, 1st District, Cavite
Chairman, Committee on Appropriations

December 1, 2011

HON. SALVADOR H. ESCUDERO III
Chairman
Committee on Basic Education & Culture

Dear Chairman Escudero:

Please be informed that the Committee on Appropriations in its meeting held
today at Conference Rooms 9 & 10, R.V. Mitra Building, approved to report
out Substitute Bill to House Bill No. 4358, titled “AN ACT ESTABLISHING
RURAL FARM SCHOOLS AS ALTERNATIVE DELIVERY MODE OF
SECONDARY EDUCATION AND APPROPRIATING FUNDS THEREFOR”
without amendment.

Very truly yours,

JOSEP! LIO AGUII ABAYA

Ce: Rep. Sharon S. Garin
Rep. Mark Llandro L. Mendoza


SALVADOR H. ESCUDERO It

(Chairperson, Committee on Basie Education and Culure

Republic ofthe Philippines
House of Representatives
Quezon ity, Motes Manila

Represemative, 1 Dist

Sorsogon

16 January 2012

HON. ISIDRO T. UNGAB
Chairperson
Committee on Ways and Means

Dear Chairperson Ungab

The Committee on Basic Education and Culture approved on 2 August 2011 the attached
House Bill No. , entitled:

AN ACT
ESTABLISHING RURAL FARM SCHOOLS AS ALTERNATIVE DELIVERY
MODE OF SECONDARY EDUCATION AND APPROPRIATING FUNDS
THEREFOR

in substitution of House Bill No. 4358 with Representatives Sharon S. Garin and Salvador H.
Escudero III as authors thereof,

Considering that a tax provision is provided for in Section 14 of the aforementioned bill, the
Committee deemed it appropriate to refer the same to the Committee on Ways and Means for
comment and approval.

Thank you.

Very truly yours,

SALVADOR H. UDERO fil

House of Representatives, N-108, Batasan Pambansa Complex, Quezon City 1126
‘Telefax (632) 9314896; Tel. Nos. 9513364; 9315001 loc. 7327


Republic of the Philippines
HOUSE OF REPRESENTATIVES
Committee on Ways and Means
Quezon City, Metro Manila

March 13, 2012

HON. SALVADOR H. ESCUDERO III
Chairman

Committee on Basic Education and Culture

Dear Chairman Escudero:

The Committee on Ways and Means in its meeting today, March 13,
2012, approved with amendments subject to style the tax provision of
the unnumbered substitute bill to House Bill No. 4358 entitled, “AN
ACT ESTABLISHING RURAL FARM SCHOOLS AS ALTERNATIVE
DELIVERY MODE OF SECONDARY EDUCATION AND APPROPRIATING
FUNDS THEREFOR to wit:

Section 14 of the bill shall be amended to read as follows:

“SEC. 14. [Rural Farm Schools Accredited by the
Philippine Council for NGO Certification. — All gifts and donations
to rural farm schools duly accredited by the Philippine Council for
NGO Certification (PCNC) shall receive tax exemptions and/or
incentives prescribe in Revenue Regulations No, 13-98
promulgated by the Department of Finance.] TAX EXEMPTION -
ANY DONATION, CONTRIBUTION, BEQUEST OR GRANT WHICH
MAY BE MADE TO A RURAL FARM SCHOOL DULY ACCREDITED
UNDER SECTION 12 OF THIS ACT, SHALL BE EXEMPT FROM THE
DONOR’S TAX AND THE SAME SHALL BE CONSIDERED AS
ALLOWABLE DEDUCTION FROM THE GROSS INCOME IN THE
COMPUTATION OF THE INCOME TAX OF THE DONOR IN
ACCORDANCE WITH THE PROVISIONS OF THE NATIONAL
INTERNAL REVENUE CODE (NIRC) OF 1997, AS AMENDED,
PROVIDED THAT THE RURAL FARM SCHOOL HAS LIKEWISE
BEEN ACCREDITED BY THE PHILIPPINE COUNCIL FOR NGO
CERTIFICATION (PCNC),”

Lower Ground, North Wing Building Quezon City Tel: +632 931-4955 +632 585-0825 / Trunkline: 931-5001 loc 7643 / 7633


The following members manifested co-authorship of the
unnumbered substitute bill to House Bill No. 1876, which
Committee approved, as follows:

HON.
HON.
HON.
HON.
HON.
HON.
HON.

Hon.

ISIDRO T. UNGAB
RUFUS B. RODRIGUEZ
ROGER G. MERCADO.
ELMER E. PANOTES.
FERNANDO C. GONZALEZ
EVELYN P. MELLANA
ARNULFO F. GO

CESAR G. JALOSJOS.

For your information and appropriate action.

Very truly yours,

Chairman

Committee on Ways and Means

said
the


ee

Republic of the Philippines
HOUSE OF REPRESENTATIVES
COMMITTEE ON BASIC EDUCATION AND CULTURE
3rd Floor, Ramon Y. Mitra, Jr. Building, Batasan Hills, Quezon City

MINUTES OF THE MEETING OF THE COMMITTEE ON BASIC EDUCATION AND CULTURE HELD ON

AUGUST 2, 2011, 9:30 A.M., AT CONFERENCE ROOMS 14 &
BUILDING, HOUSE OF REPRESENTATIVES, QUEZON CITY iy een Ne Gata

1, CALL TO ORDER
The Chair, Rep. Salvador H. Escudero Ill, called the meeting to order at 9:45 a.m..
Ul. ROLL CALL

On motion by Rep. Eduardo Gullas, duly seconded, the Committee dispensed with the
calling of the Roll.

APPROVAL OF THE MINUTES OF THE PREVIOUS MEETING OF THE COMMITTEE
EDUCATION AND CULTURE " alae

On another motion, duly seconded, the reading of the minutes of the 07 June 2011 meeting
‘of the Committee on Basic Education and Culture was dispensed with and the same was
considered approved.

IV. INITIAL DELIBERATION ON MEASURES RELATING TO THE ESTABLISHMENT OF LIBRARIES

HBs 484, 808 and 1409 - Amendments to RA 7743, by Reps. Angara, Palatino, Rodriguez (R) and
Rodriguez (M)

HB 1183 - Establishment of a Public Library in Every Province, City and Municipality in the
Philippines, by Rep. Villafuerte

HB 1223 - Establishment of a Public Library for Every Barangay and Appropriating Funds Therefore,
by Rep. Arroyo (D)

HB 3299 - Establishment of City Libraries in All Cities Nationwide, by Rep. Lacson-Noel

HB 3306 - Establishment of Bililihan Congressional Library in the Municipality of Bililthan, Province
‘of Bohol and Appropriating Funds Therefore, by Rep. Relampagos

HB 4405 - Establishment of Science Libraries in Every Province and For Other Purposes, by Rep.
Palmones

The Chair initially expressed his reservation on the idea of passing a new law amending RA
7743 when RA 7743 itself, which he then co-authored with former Rep. Bagatsing, is not
being implemented at alt.’ Nevertheless, he called on Rep. Raymond Palatino to present his
bill to the Committee.

Rep. Palatino stated that the implementation of RA 7743 is considerably hampered by the
insufficiency of funds to set up libraries throughout the country. He cited that only a small
number of libraries and reading centers had been established since the enactment of RA
7743 which clearly illustrates the sad state and the inaccessibility of our public libraries. He
then stated that his bill, HB 808, seeks to amend RA 7743 by (1) modernizing our library
system by using available electronic library technology in the acquisition ‘of books and
‘eing materials; (2) empowering the National Libfary to expand the list of reading
wares, and (3) seeking partnership with the Sangguniang Kabataan in setting-up barangay
Tending centers, He expressed hope that the passage of the bill will encourage both Ou
rea canai cand local officials to appreciate the importance of putting up libraries in every
provinces, towns and barangays.


National Library Director Antonio Santos concurred with Rep. Palatino’

Condition of public libraries in the country. He said that there cals area Saeiey
the law but without the necessary budget, the National Library can not move on and
accomplish its mandate. He mentioned while the National Library also gets P 1 million
cultural agency fund from the National Commission for Culture and the Arts (NCA), which
they Use to finance priority needs, they could do more if their agency would be given
adequate financial support. He added that even the partnership with the Department of
Interior and Local Governments did not materialize as there was no fund to support it.

The Chair then asked Dir. Santos to comment on the society's poor appreciation of libraries,
He opined that unless the role of libraries is fully appreciated, the budget will never come.

Dir. Santos replied that appreciation is indeed a persistent problem in our public and schoot
libraries. He lamented that while they are assisting in education, they are not being given
the support which public libraries in other countries enjoy. He cited that even the DepEd is
not fully supporting their sector and that he is a bit stumped as to how DepEd has ventured
into the library hub project when the public library system is already problematic. He said
that his administration aims to raise the government's awareness on the importance of the
National Library and all other libraries affiliated to it by intensifying public relations in the
hope that the necessary funding would finally trickle in.

In response to Rep. Palatino’s queries, Dir. Santos gave the following information:

+ The National Library, through their Information Technology Division, has embarked on a
5-year computerization project or the ISSP which shall connect about 1300 affiliated
public libraries to the Public Libraries Network. They are now in the last phase of the
project and a lot of computers have already been deployed in different public libraries
nationwide.

* The National Library has digitized a lot of rare books and collections, which are already
included in their online public access catalog (OPAC) and can be accessed electronically.

* Based on their annual report, the National Library served around 44,000 users in a year.
He promised to submit to the Committee the exact data on the number of users and the
number of books borrowed from the National Library.

= As anew Director, he is revisiting all existing policies of the National library to ensure
the accessibility of their materials.

For his part, Rep. Flores pointed out that the ratio of library users to the country’s total
population may not justify the need to put up more libraries. Thus, he remarked that other
than the establishment of more libraries and ensuring connectivity, promoting the habit of
reading among students should be given priority as well.

Thereupon, the Chair deferred consideration of the measure. He directed Rep. Palatino and
Dir. Santos to coordinate with DepEd Secretary Armin Luistro as to how the DepEd can
address the lack of structure overseeing the libraries and how the other problems of the
National Library and all the public libraries affiliated therewith can be resolved.

DELIBERATION ON THE OUTPUTS OF THE TECHNICAL WORKING GROUPS ON THE

FOLLOWING MEASURES:

A. Substitute Bill to HB 4358 - PROMOTING RURAL FARM SCHOOL AS AN ALTERNATIVE
DELIVERY MODE OF SECONDARY EDUCATION, by Rep. Garin (S) . 5

. i i ted that a
‘At the outset, the Committee Secretary, Ms. Maria Josefina Ricafort, reported
Technical Working Group (TWG) presided by Rep. Sharon Garin was held to refine the

2


provisions of the bill and that the various comments pre: rs durin
presented by the stakeholders during
the Committee’s previous deliberation on HB 4358 were considere: re ion of
35 nsidered in the preparation of

Rep. Garin then presented the changes incorporated by the TWG, as follows:

1, Revision of the provision on tax incentives to con i
donations under the National internal ewes ae sens revistonsion

g ea ae are of the bill to include fisheries;

. Clear specification that the rural farm schools mai i

Cleat soecteaonl tink the tal indated to be established in every

4, Inclusion of the Department of Agriculture’s Agricultural Training Institute in the skills
and training support; and

5. Accreditation of farm schools and teachers must be done by the DepEd.

Thereafter, the Chair sought confirmation from the DepEd representative if Sec. Luistro
is aware of the provision under Section 15 of the substitute bill mandating the Secretary to
immediately include in the Department’s program the operationalization of public rural
farm schools and including the funding in the General Appropriations Act.

Ms. Prudence Sanoy, DepEd Education Program Specialist, replied that she is still
consolidating all the comments on the measure, which she will soon present to the
Secretary. For her part, Rep. Garin admitted that she has only consulted with DepEd’s
‘Assistant Secretaries and Undersecretaries but has not directly referred the matter to the
Secretary.

{As to the query on the viability of establishing rural farm schools, Rep. Garin stated that
based on statistics, many students would want to go to farm schools because of financial
and geographical considerations. She expressed optimism that a lot of families in the rural
areas would be benefited by the farm schools and hoped that this will somehow augment
the lacking supply of education in these areas. She, however, conceded that just like any
other programs, its success will depend on the manner by which the program will be
implemented.

Rep. Piamonte observed that in view of the proposed K+12 program of the DepEd, the
following amendments are in order:

1. On Section 6, page 3, line 6, delete the phrase “OF FOUR (4) ACADEMIC YEARS”,

and
2. On the same Section, same page, line 13, delete the words “FOURTH AND”,

‘The author accepted these amendments and the same were approved by the Committee.
On motion, duly seconded, the substitute bill to HB 4358 was approved with amendments.

B, Substitute Bilt to HBs 630 and 3637 - INSTITUTIONALIZING THE BUREAU OF ALTERNATIVE
LEARNING SYSTEMS (BALS), by Reps. Angara and Escudero

Upon direction from the Chair, Ms. Ricafort informed the body that the Committee
originally agreed to consolidate the measures institutionalizing the BALS with the
measures on the establishment of open high school system (OHSS). However, the
members of the TWG found out that it would be difficult to integrate the two measures
Tine the OHSS follows the regular curriculum while the BALS offers'an alternative mode
Sf teaming. Thus, the TWG came up with two (2) separate substitute bills: one for the
BALS and another for the OHSS.

3


The Chair then solicited the comments of the Members
hen the and resource persons on th
substitute bill institutionalizing the BALS. At this point, Dir. Carolina cena of Deped

suggested that specific provisions on appropriations
Seas Geist ppropi and ALS teachers should be

With regard to the appropriation provision, the Chair asked Dir. Guererro to first get a
clearance from Sec. Luistro. He told her that if the Secretary approves of the funding
being proposed, the Committee will include it in the bill. With regard to the provision on
the ALS teachers, the Chair declared that the same is doable and will be adopted by the
Committee. As read by Dir. Guerrero, the said provision is worded as follows:

“ALS Teacher. - The ALS teacher shall be known as a mobile teacher. As such,
the mobile teacher shall follow a relevant career path unique to the conditions
of the ALS and in accordance with Civil Service guidelines and standards.
Likewise, the Professional Regulatory Commission shall formulate a licensure
exam relevant to the conditions of ALS. The DepEd shall provide mobile teacher
items to meet the target of at least two (2) mobile teachers per district.”

On motion, duly seconded, the Committee approved the substitute bill to HBs 630 and
3637, with amendments and subject to Sec. Luistro’s concurrence to the proposed
funding provision.

C. Substitute Bill to HBs 524, 648, 1524, 2343 and 3430 - ESTABLISHING THE OPEN HIGH

SCHOOL SYSTEM IN THE PHILi-PINES, by Reps. Mercado-Revilla, Angara, Syjuco, Lagman
and Castelo

The Chair initially remarked that he like the open high school system but is quite
apprehensive on the quality of its graduates. He then inquired from Ms. Sanoy about the
status of the open high school system in the country.

Ms. Sanoy reported that the open high school system, which presently has 42 model
accredited schools, started in 1998. It has produced a total of 7,925 graduates, 1,329 of
which went to college. She said that DepEd has developed a tracking system so that the
manner of learning in the OHSS will be comparable with the regular system. To prove her
point, she informed the body that the topnotcher in the National Achievement Test in
Mathematics is a product of the open high school in Rombton.

Since there are no other comments from the Members, Rep. Flores moved for the
approval of the substitute bill. There being no objection, his motion was carried.

Substitute Bill to HBs 3218 and 4327 - ESTABLISHMENT OF LIBRARY HUBS, by Reps.
Bondoc, Escudero, Rodriguez (R) and Teodoro

J

The Chair deferred consideration of the Substitute Bill subject to the final version of the
bills amending RA 7743.

VI.: DELIBERATION ON LOCAL SCHOOL BILLS

Upon motion by Rep. Flores, duly seconded, the Committee approved the following
measures:
tablishment of Schools :

1, House Bill No, 1365 - President Diosdado Macapagal National High School, by Rep. Enerlo-Ceriles;
2. House Bill No, 1367 - Lumbog National High School, by Rep. Enerio-Cerilles;
4



House Bill No. 1590 - Manatad National High School, by Rep. Gullas;

House Bill No. 1591 - Pit-os National Agricultural and Trade High School, by Rep. Gullas;
House Bill No. 2066 - Alambre High School, by Rep. Ungab ‘ : i
House Bill No. 2490 - Caruray National High School, by Rep. Alvarez (A); and

House Bill No. 3178 - Cuaming National High School, by Rep. Aumentado

Pp Noy AY

. Separation and Conversion into National High Schools

1. House Bill No. 2322 - Separating the Katipunan Nationa! High School-Sinuyak Annex
from the Katipunan National High School and Converting it to
Sinuyak National High School, by Rep. Labadlabad;

2. House Bill No. 2323- Separating the Siayan National High School - Gunyan Annex and
Converting to Gunyan National High School, by Rep. Labadlabad

3. House Bill No. 2366 - Separating the Zaragosa National High School- San Jose Annex and
Converting it to San Jose National High School, by Rep. Romarate

4, House Bill No. 2367 - Separating the Surigao City National High School - Taft Annex and
Converting it to Taft National High School, by Rep. Romarate

5, House Bill No. 2468- Separating the Caraga National High School-PM Carey Annex and

Converting it to Pantuyan National High School, by Rep. Dayanghirang

6. House Bill No. 3687 - Separating the Burgos National High School - Upper Tumapoc Annex
and Converting to Upper Tumapoc National High School, by Rep. Eriguel

7. House Bill No. 3988 - Separating the VNHS- Wawang Pulo Annex and Converting it to
Wawang Pulo-Balangkas National High School, by Rep. Gatchalian

8. House Bill No. 4403- Separating the Tagasaka National High School - Loyola Annex
and Converting it to Loyola National High School, by Rep. Garay

The Chair reminded the authors of the above measures to comply with the documentary
requirements for the establishment and separation of schools to facilitate their transmittal
to the Committee on Appropriations.

Vil. OTHER MATTERS

Rep. Piamonte moved to include all the Members present during the meeting as co-
authors of the measures on OHSS and BALS. There being no objection, the motion was
approved.

Vill, ADJOURNMENT
The meeting was adjourned at 10:50 a.m...
Prepared by:

maniCoulr. Be uzMAN
Supervising Legislative Staff Officer Il

ofecaoten 7a
REP. SALVADOR H. ESCUDERO Hil

Chairperson