REPUBLIC OF THE PHILIPPINES
HOUSE OF REPRESENTATIVES
Quezon City

EIGHTEENTH CONGRESS
First Regular Session

5747

House Bill No.

Introduced by MAGDALO Party-List Representative
HON. MANUEL DG. CABOCHAN III

EXPLANATORY NOTE

In 2013, Republic Act No. 10533 or the “Enhanced Basic Education Act of 2013” was enacted
which established a new educational program veering away from the customary 10 year basic
education system. It is more popularly known as the K to 12 program which shifts Philippines”
basic education from 10 years to 12 years, a more recognized standard for students and
professionals globally.

The K to 12 program espouses the following: preparedness for tertiary learning as graduates of
the K to 12 program are considered young adults hence they are more equipped in dealing with
a much higher level of learning in college; skill competency in the global job market as the K
to 12’s new curriculum allows students to choose a specific track to master and enhance their
skills making them more globally competitive; and lastly, readiness to join the workforce since
students are equipped with specific skills that will make them good at specific fields based on
their chosen tracks, making them employable even without proper college education.

The promise of employment after high school is perhaps the most enticing part in the K to 12
program. As young adults, graduates who have chosen technical-vocational tracks are expected
to acquire the necessary skills to join the workforce. However, there is no arrangement or
structure currently available to ensure that Senior High School graduates will be able to find
employment.

This proposed measure seeks to fill this gap. This bill seeks to establish a job placement office
or Trabaho Centers in public high schools and SUCs to ensure that there are suitable jobs
waiting for our graduates. The establishment of Trabaho Centers nationwide will empower our
graduates to contribute in our country’s growth and development.

In view of the foregoing, immediate approval of this measure is earnestly sought.

MANUEL ABOCHAN IIL
Representat
Magdalo Para Sa Pilipino Party-List


REPUBLIC OF THE PHILIPPINES
HOUSE OF REPRESENTATIVES
Quezon City

EIGHTEENTH CONGRESS
First Regular Session

House Bill No. 5747

Introduced by MAGDALO Party-List Representative
HON. MANUEL DG. CABOCHAN IIL

AN ACT
ESTABLISHING JOB PLACEMENT OFFICES IN PUBLIC HIGH SCHOOLS TO
PROVIDE CAREER SERVICES TO THE YOUTH

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 "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 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 t

(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.

(©) 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.

(@) 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
(JP0s), 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 partnerships 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 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 or coordinate career enhancement 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 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) (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 ina
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 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 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.


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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 of 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,