EIGHTEENTH CONGRESS OF THE 
REPUBLIC OF THE PHILIPPINES
Second Regular Session
SENATE
s. B. NO. 2134
3<y twfhtr c( lit?
■21 APR 15 P3S6
Introduced by SENATOR JOEL VILLANUEVA
AN ACT IMPROVING TEACHER QUALITY AND ESTABLISHING A 
TEACHER EDUCATION FOR ACHIEVERS PROGRAM, 
APPROPRIATING FUNDS THEREFOR, AND FOR OTHER
PURPOSES
EXPLANATORY NOTE
Quality education is the cornerstone of progress and weaith of a nation. The 
wisdom of this statement is enshrined in the 1987 Philippine Constitution. It clearly 
provides that “the State shall give priority to education, science and technology, arts, 
culture, and sports to foster patriotism and nationalism, acceierate social progress, 
and promote total human liberation and development ” (Article II, Sec. 17).
Article XIV of the 1987 Philippine Constitution pushes this further as it highlights 
that the State shall protect and promote the right of all citizens to quality education at 
all levels and shall take appropriate steps to make such education accessible to all. It 
likewise explicitly provides that “the State shall enhance the right of teachers to 
professional advancement” {Art. 14, Sec. 5). Thus, in establishing, maintaining, and 
supporting the complete, adequate and integrated system of education relevant to the 
needs of the people and society, it is important to uplift the image of the teaching 
profession by encouraging the best and the brightest to teach, and attracting them to 
the teaching profession.
Acknowledging that the quality of an education system depends on the quality 
of its teachers,1 let us examine the present quality of our teachers and education 
system.
The 2019 TIMSS report showed remarkable decline in scores in Mathematics 
and Science Achievement of Grade 4 students in the Philippines, the lowest among
1httDs://www.mcklnsev.com/~/nnedia/mckinsev/industries/DUbllc%20and%20social%20sector/our%20inslqhts/how
%20the%20worid5%20best%20performlnq%20school%20svstems%20come%20out%20on%20top/how the wor
Id s best-performing school systems come out on top.pdf


the 58 countries involved in the study.2 The SEA-PLM 2019 Main Regional Report 
revealed that only ten percent (10%) of our Grade 5 students met the proficiency 
standards of reading, two percent (2%) in writing, and seventeen percent (17%) in 
mathematics. The same report showed that more than half of our Grade 5 students 
are taught by teachers who got training in the language of instruction from in-service 
trainings or none at all.
The OECD 2018 PISA Country Note for the Philippines summarized that 
ufifteen-year-old students in the Philippines scored lower in reading, mathematics and 
science than those in most of the countries and economies that participated in PISA 
2018. XXX No country scored lower than the Philippines and the Dominican Republic. 
XXX Over 80% of students in the Philippines did not reach a minimum level of 
proficiency in reading, which is one of the largest shares of low performers amongst 
all PISA-participating countries and economies.”3 The highest performing Filipino 
students scored only around OECD average. Consequently, the World Bank 
recommended strengthening the enrollment requirements and providing merit-based 
scholarships for students entering pre-service teacher training institutions.4
It Is reasonable to expect that the effects of the Covid-19 pandemic which 
continues to plague the world will aggravate this cycle of underperformance. Under 
the new normal, minimum health standards and protocols require minimal to zero face- 
to-face interaction. Moreover, the prevalence of poor content quality in modules and 
distance learning materials continue to surface. This has resulted into a learning crisis.
According to the UNESCO, research has shown that teachers, more than any 
other constituent group in education, determine educational quality and student 
achievement. “Research studies have shown positive associations between student 
achievement and teachers’ academic skills, level of content knowledge, years of 
experience, and participation in content-related professional development 
opportunities.'6
The Education Commission of 1991 (EDCOM) reported poor teacher’s training, 
as the heart of the problem in our education system. The Commission recommended, 
among others, to strengthen pre-service teacher education. The EDCOM called for 
higher admission requirements in teacher education programs, which included 
aptitude and motivation.6
Among the policies enacted, following the EDCOM, was Republic Act No. 7784, 
“An Act to Strengthen Teacher Education in the Philippines by Establishing Centers of 
Excellence, Creating a Teacher Education Council for the Purpose, Appropriating 
Funds Therefor, and for Other Purposes. "This law provided for a system of incentives,
2 In the 2019 TIMSS report, the Philippines score decreased by 61 points (from 358 in 2003 to 297) and 83 points 
(from a score of 332 in 2003 to 249) in mathematics and science achievements, respectively.
3
https://www.oecd.orq/plsa/publicatlons/PISA2018 CN PHLpdf?fbclid=lwAR35Uhcq2t2SI7zm1aC9v08qSRSXG
hc-ThSQCQMttGoRrPXSBQWhEBkmVaU
4 World Bank Group (2020) PISA 2018 Country Report.
5 http://uls.unesco.orq/sltes/default/files/documents/teachers-and-educatlonal-quaitv-monlt6rlnq-qlobal-needs-
for-2015-en O.pdf
6 Congressional Commission on Education (1991) Making Education Work: An Agenda for Reform


including strengthening the education and training of teachers nationwide through a 
national system of excellence for teacher education.
The underperformance of Filipino students remained and worsened amidst the 
many initiatives granting financial assistance to targeted beneficiaries, such as 
scholarships under (1) Technical Education and Skills Development Authority TESDA, 
the (2) Indigenous Peoples Rights Act, the (3) National Agriculture and Fisheries 
Education System, (4) Agriculture Competitiveness Enhancement Fund Scholarship, 
the (5) Science and Technology Scholarship Act of 1994, the (6) Fast-Tracked 
Scholarship Act of 2013, the (7) Expanded Government Assistance to Students and 
Teachers in Private Education Act, the (8) Student Grants-in-Aid Program for Poverty 
Alleviation of the CHED, and the (9) Department of Social Welfare and Development, 
which shall be harmonized and strengthened under the (10) Unified Student Financial 
Assistance System for Education (UNIFAST) established under Republic Act No. 
10687, as amended by Republic Act No. 10931, among others.
It is worth noting that none of the above initiatives ever considered producing 
high-quality teachers for the primary and the secondary public education system.
Attempts to address teacher education and training (Sec. 7, RA10533) as weli 
as hiring of graduates and other specialists in subjects with a shortage of qualified 
applicants (Sec. 8, RA 10533) were incorporated into Republic Act No. 10533 or the 
Enhanced Basic Education Act of 2013. However, the consistent underperformance 
of young Filipino students in international rankings evidences the deep-seated, 
widespread, and pervading neglect of quality teacher education and training.
The Teacher Education for Achievers (TEACH) Program, which this bill seeks 
to enact, implements the recommendations of above-mentioned international and 
local studies. It brings incentives to develop high-achiever students as effective 
teachers. The TEACH Program is a merit-based program where applicants have to 
pass competitive examinations, both in partner schools and in the program application. 
It follows a fast-tracked model of teacher education program recruitment. It recruits 
career-shifters to pursue a Certificate in Teaching Program (CTP) and Junior-level 
undergraduates to complete teacher education programs.
As a corollary to this and without prejudice to stablished laws against academic 
discrimination, the bill also mandates TEIs to set and establish higher quality 
admission and retention standards proper and appropriate to the characteristics, 
dignity, importance, and nobility of the teaching profession. The TEIs must see to it 
that their admission standards are appropriate to the teacher education level and 
specialization that a prospective student seek.
Our teachers have to be prepared academically, socially, and psychologically. 
A proven means to do this Is through mentorship, which is at the heart of the TEACH 
Program, where grantees will be guided by vetted and qualified mentors. The 
SEAMEO Innotech study on Teacher Motivation showed that mentors inspired 
students to take up a similar path of teaching. In turn, the students, when they become 
teachers, have more.commitment in staying in the teaching profession.


This crisis in teaming is a strong and urgent caii for the state to respond and 
address the quaiity of teaming outcomes through poiicies and practices that have been 
successfuiiy appiied in best-performing schooi systems of other countries where pre­
service and in-service teacher education is prioritized.
There is a necessity to attract and encourage the best and the brightest to 
pursue a career in teaching. We need to upiift the image and the sociai and 
professionai position of the teaching profession. We must provide for job piacement, 
a weii-defined career path, and appropriate remuneration for quality teachers 
especially in our K-12 public education system. We must accord DepEd with the 
dignity and reputation it deserves, as the government unit responsible for ushering into 
actuality the best potentials of our young people. Let us accord everyone working with 
DepEd the reasonable pride proper to the nobility of the teaching profession. Change 
begins in education and change always happens now!
It is with the permanent utmost urgency of change for the better that support for 
the immediate passage and approval of this timely legislation is earnestly sought.
VILLANUEVA
SENATOR J


EIGHTEENTH CONGRESS OF THE 
REPUBLIC OF THE PHILIPPINES
Second Regular Session
SENATE
S. B. NO.^A^;/i
1 i:
of ||)f
’21 APR 15 P3 56
n!:C;:- ....
Introduced by SENATOR JOEL VILLANUEVA
AN ACT IMPROVING TEACHER QUALITY AND ESTABLISHING A 
TEACHER EDUCATION FOR ACHIEVERS PROGRAM, 
APPROPRIATING FUNDS THEREFOR, AND FOR OTHER
PURPOSES
Be it enacted by the Senate and House of Representatives of the Philippines in 
Congress assembled:
1
2
3
4
5
6
7
8 
9
10
11
12
13
14
15
16
17
18
19
20 
21 
22 
23
CHAPTER I
GENERAL PROVISIONS
SECTION 1. Short Title. - This Act shall be known as the “Teacher Education for 
Achievers (TEACH) Act of 2021
SEC. 2. Declaration of Policy. - The State recognizes the invaluable role of teachers 
as agents of constructive social, economic, moral, intellectual, cultural and political 
change in the school and the community, within the context of national policies. To this 
end, the State promotes and uplifts the image of the teaching profession as a source 
of national pride. It is likewise declared that in order to protect and promote the right 
of all citizens to quality education at ali levels, the State shal; prioritize accessible and 
quality teacher education and development, placement and professionalization.
To implement this, the State shail provide scholarships to qualified applicants to 
enable them to pursue education and training in the areas of teaching and learning 
and to provide incentives for them to be teachers in the K-12 public education system.


1
2
3
4
5
6
7
8 
9
10
11
12
13
14
15
16
17
18
19
20 
21 
22
23
24
25
26
27
28
29
30
31
32
33
34
35
36
37
38
39
40
41
42
43
44
45
46
47
48
49
50
CHAPTER II
ESTABLISHING THE TEACHER EDUCATION FOR ACHIEVERS PROGRAM
SEC. 3. Establishment of the Teacher Education for Achievers Program. - The 
Teacher Education for Achievers Program (the “TEACH Program") is hereby 
established. The Program shall provide quality pre-service teacher education to 
deserving students. It shall ensure that future teachers are classroom-ready and 
contributors to improved learning outcomes by providing the best training, full financial 
and psychosocial support, and employment assistance.
SEC. 4. Approved Courses and Priority Programs. - Recipients shall pursue 
priority education degrees or programs in teacher education in the partner Teacher 
Education Institution (“TEI”), as identified and approved by the Department of 
Education (the “DepEd”).
The TEACH Program shall offer three tracks: (1) Undergraduate Level track - for 
incoming first year education students; (2) Certificate in Teaching Program (CTP) track 
- for those who are graduates of any bachelor’s degree except in Education; and (3) 
Program Shifters track for junior-level undergraduates to complete teacher education 
programs. The recipients may pursue the appropriate degree from any of the following:
(a) Bachelor of Early Childhood Education;
(b) Bachelor of Special Education;
(c) Bachelor of Elementary Education;
(d) Bachelor of Secondary Education (major in any of the following: English, 
Biology, Chemistry, General Science, Mathematics, Physics, Social Studies 
and Values Education, among others);
(e) Bachelor of Technical-Vocational Teacher Education
(f) Bachelor of Science in Chemistry for Teachers;
(g) Bachelor of Science in Mathematics for Teachers;
(h) Bachelor of Science in Physics for Teachers;
(i) Bachelor of Science in Bioiogy for Teachers;
(j) Certificate in Teaching Program or its equivalent;
(k) Similar degrees, as may be approved by the DepEd.
SEC. 5. Qualifications. - The minimum qualifications that the applicants must 
possess to apply for the TEACH Program are:
(a) Must be a Filipino citizen residing in the Philippines;
(b) Must pass the qualifying examination system, comprised of the selection 
process and the aptitude test for teachers as well as the appropriate 
examination and assessment by the TEI;
(c) Must have obtained at least 85% general weighted average or its equivalent in 
senior high school or in the degree that he or she is currently enrolled in or 
graduated from;
(d) Must not have service obligations under other programs in conflict with the 
TEACH Program obligations.
(e) The DepEd shall promulgate and periodically review the qualification criteria of 
applicants for the TEACH Program.


1
2
3
4
5
6
7
8 
9
10
11
12
13
14
15
16
17
18
19
20 
21 
22
23
24
25
26
27
28
29
30
31
32
33
34
35
36
37
38
39
40
41
42
43
44
45
46
47
48
49
CHAPTER III
PROGRAM COMPONENTS, INCENTIVES AND RETURN OF SERVICE
SEC. 6. Key Components of the Program. - The TEACH Program is designed and 
structured to provide holistic support for the grantees, whether it be physical, 
psychosocial and academic, to help them towards their career as future teachers. This 
includes the following:
(a) Scholarship package outlined in Section 7 hereof;
(b) Provision of continuous mentorship and training and development to the 
TEACH Program grantees, based on their actual needs;
(c) Teaching position upon passing the Licensure Examination for Teachers; and
(d) Other incentives outlined in Section 10 hereof.
The DepEd and CHED, through the Teacher Education Council, shall provide 
screening guidelines for highly competent faculty and professionals from the TEIs who 
will qualify and serve as mentors under this Program.
SEC. 7. Scholarship Component of the TEACH Program. - TEACH Program 
grantees shall be eligible to receive the following:
(a) Tuition and other school fees;
(b) Allowance for prescribed books, supplies, and equipment;
(c) Clothing or uniform allowance;
(d) Transportation allowance or allowance for dormitory or boarding house 
accommodation, whichever is appropriate;
(e) Financial assistance during practicum;
(f) Graduation and related miscellaneous fees;
(g) Relocation allowance, if applicable;
(h) Professional Teachers board review fees and licensure fees: Provided, that the 
support shall only be limited to the first licensure examination of the scholar, 
taken within one (1) year from graduation;
(i) Annual medical and accident insurance, and related health reimbursements; 
and
(j) Other education related miscellaneous subsistence or living allowance.
DepEd shall be responsible for the proper implementation and disbursement of the 
monies arising from this Section.
SEC. 8. Conditions for the Grant of Schoiarship. - Scholars accepted to the 
TEACH Program must execute a return service contract, subject to the following:
(a) Commitment to immediately pursue his or her pre-service teacher education 
program and must finish the entire program within the prescribed time frame 
and subject to the admission and retention policies of the TEI; Provided, that 
the scholar may be allowed, for valid and justifiable reasons, to file for a leave 
of absence for one (1) academic period;
(b) Commitment to take the Licensure Examination for Teachers one (1) year after 
graduation;
(c) Commitment to teach full-time in the public basic education system, where 
public interest requires;


1
2
3
4
5
6
7
8 
9
10
11
12
13
14
15
16
17
18
19
20 
21 
22
23
24
25
26
27
28
29
30
31
32
33
34
35
36
37
38
39
40
41
42
43
44
45
46
47
48
49
50
(d) Commitment to repay the full amount disbursed pursuant to the terms of their 
return service contract, if the grantee drops out from the approved degree 
program where grantee is currently enrolled in; and
(e) Commitment to all the other terms and conditions of the scholarship, as 
provided under this Act and as may be prescribed in the implementing rules 
and regulations.
SEC. 9. Sanctions. - A scholar who has availed of the TEACH Program but fails or 
refuses to comply with the mandatory return service and integration provided under 
this ACT shall be required to pay the full cost of scholarship including other benefits 
and expenses incurred by reason of participation in the TEACH Program.
SEC. 10. Service Obligations. - As their Return of Service (“ROS”), the TEACH 
Program grantees shall teach full-time in the public primary and secondary education 
system, where public interest requires, upon passing the Licensure Examination for 
Teachers. The Program scholar’s ROS shall be at least three (3) years for each year 
of the scholarship or a fraction thereof, in a public school primary or secondary school, 
as may be approved by the DepEd; Provided, that the DepEd shall not consider 
practicum teaching as return service under this provision. These service obligations 
may be amended, subject to the service contract, as approved by the DepEd.
SEC. 11. Incentives. - Successful TEACH Program grantees are entitled to the 
following incentives:
(a) Scholarships in identified TEIs for the approved courses and priority programs 
under Section 4 of this Act;
(b) Immediate and priority deployment upon eligibility in a public primary, 
secondary, or senior high school according to DepEd standards for deployment 
of teachers, with a starting salary grade equivalent to Teacher III or equivalent;
(c) Receipt of appropriate salaries and other benefits for services rendered under 
the mandatory job placement as ROS under Section 10 (c) of this Act; and
(d) A one-time relocation allowance, should he/she be assigned in a place other 
than his/her permanent residence.
(e) Continued teacher education and training through the scholarships granted 
under Republic Act No. 10533 or the “Enhanced Basic Education Act of 2013”.
CHAPTER IV 
IMPLEMENTATION
SEC. 12. Program Recruitment Plan. - The DepEd and CHED, through the Teacher 
Education Council (“TEC") created under Republic Act No. 7784, shall develop an 
annual Implementation plan which will include a thorough teacher demand analysis 
and recruitment campaign to attract incoming undergraduate students, program 
shifters and graduates of other disciplines to the Program.
SEC. 13. Selection of Eligible Teacher Education Institution. - TEACH Program 
grantees may only complete their approved course/program under Section 4 of this 
Act through eligible partner TEIs. There shall be at least one (1) TEI per region that 
will implement the program.
4


1
2
3
4
5
6
7
8 
9
10
11
12
13
14
15
16
17
18
19
20 
21 
22
23
24
25
26
27
28
29
30
31
32
33
34
35
36
37
38
39
40
41
42
43
44
45
46
47
48
49
A public or private TEi may be eligible for partnership/coverage under this Program, 
subject to compliance with any of the following conditions:
(a) must have its teacher education program accredited as a Center of Excellence 
level, or
(b) must have its teacher education program accredited as a FAAP Level IV, or
(c) must have a SLEPT passing rate of at least 75% passing rate in five (5) of the 
last ten (10) SLEPT.
The TEI shall be subject to a service partnership contract that will outline the terms 
and conditions of its coverage under this Program.
SEC. 14. Department of Education (DepEd). - The DepEd shall be the lead 
implementing agency of the provisions of this Act. It shall establish a TEACH Program 
Management Unit that shall be responsible for the evaluation, award-giving, and 
monitoring and evaluation of all scholarship grants and awardees and provide 
continuous mentoring of beneficiaries upon integration in the service; Provided that, 
administrative expenses must not exceed five percent (5%) of the total budget per 
year.
DepEd shall ensure hiring of qualified graduates under this Program as public-school 
teachers with the incentives outlined under Section 10 of this Act, and coordinating the 
same with the Civil Service Commission and the Department of Budget and 
Management.
DepEd shall provide forward estimates of teacher needs for every specialization and 
level to help in mapping out the scholar recruitment plan under Section 11. It shall 
coordinate with its regional offices to ensure regional support and coordination with 
other offices in the implementation of this program; Provided that, additional staff shall 
be provided to DepEd regional offices in support of the Program, as necessary. The 
DepEd, through the TEC, shall ensure that the policies for the program are supported 
by relevant stakeholders; and shall ensure the continuous monitoring and evaluation, 
including the impact of hiring of teaching professionals facilitated through Section 8 of 
Republic Act No. 10533 or the “Enhanced Basic Education Act of 2013” and Republic 
Act No. 10612 or the Fast-Tracked S&T Scholarship Act of 2013.
SEC. 15. Commission on Higher Education. - CHED shall lead in setting the 
standards for and validation of the qualifications of partner TEIs and continue to 
monitor the eligibility of the partner TEIs, to ensure the Program’s effective and 
efficient implementation. CHED shall submit the necessary information to DepEd to 
help with the implementation of this Program. It shall continue to improve and uplift the 
quality standards for TEIs and higher education to expand the number of eligible TEIs 
for the TEACH Program.
CHED shall take the lead in coordinating with the Unified Student Financial Assistance 
System for Tertiary Education (UniFAST) Board under Republic Act No. 10931, to 
ensure complementarity and harmonization with this Act. CHED shall ensure that the 
scholarships for in-service teacher education under Section 11 (e) are made available 
to the Program grantees.


1
2
3
4
5
6
7
8 
9
10
11
12
13
14
15
16
17
18
19
20 
21 
22
23
24
25
26
27
28
29
30
31
32
33
34
35
36
37
38
39
40
41
42
43
44
45
46
47
48
49
50
SEC. 16. Teacher Education Council. - The TEC will provide multi-stakeholder 
support for the TEACH Program in determining the policy, monitoring and evaluation 
assistance for the Program. It will lead the creation of a monitoring and evaluation plan 
for the Program, including an impact evaluation study to be initiated in the fifth year of 
the Program and every two years thereafter, including an outcome tracking system for 
the scholar-graduates. From the impact evaluation study, it will make 
recommendations regarding teacher education policies, planning and teacher 
education development projects.
SEC. 17. Teacher Education Institutions (TEIs). - Partner TEIs shall help in the 
administration of the Program in their respective schools, subject to the terms and 
conditions of their commitments under Section 13 of this Act.
The partner TEI shall be tasked with the rigorous selection and monitoring of the 
mentors for the Recipients of the Program. It shall ensure pre-service teacher 
education that is innovative and responsive, taking into account student-learning- 
centered professional teaching of knowledge and skills for educators who will have a 
strong sense of professionalism, moral character and with strong respect for diversity, 
and ethnic cultures, concern for society, and international vision.
CHAPTER V
PROVISIONS PROPER TO IMPROVING TEACHER QUALITY 
COROLLARY TO THE TEACHER EDUCATION FOR ACHIEVERS PROGRAM
SEC. 18. Raising Teacher Education institutions Admission and Retention 
Standards. - Without prejudice to stablished laws against academic discrimination, 
TEIs are hereby mandated to set and establish higher quality admission and retention 
standards, and/or revise their respective admission and retention standards proper 
and appropriate to the characteristics, dignity, importance, and nobility of the teaching 
profession. Furthermore, TEIs shall ensure that their admission and retention 
standards are appropriate to the teacher education level and specialization that a 
prospective student seek. TEIs shall ensure further the global competitiveness of their 
respective admission and retention standards.
SEC. 19. Appropriate Senior High School Teacher Education. - The CHED in 
coordination with the DepEd and the PRC is hereby mandated to prepare a separate 
curriculum with the required specializations for Senior High School (SHS) Teachers’ 
Education.
SEC. 20. Appropriate License for Senior High Schooi Teachers. - In congruence 
with the preceding section, the PRC is mandated to release a unique license for SHS 
teachers with proper and appropriate specialization categories, and to make the 
necessary adjustments in the administration of the LET.
SEC. 21. Priority in the Hiring of Licensed Senior High Schooi Teachers. - The 
DepEd shall always give first and top priority for licensed Senior High School teachers 
in hiring SHS teachers. Likewise, DepEd shall give higher priority in training and 
promoting licensed Junior High School (JHS) teachers who already excel in the area 
they teach than training, licensing, and hiring other professionals to teach in the SHS.


1
2
3
4
5
6
7
8 
9
10
11
12
13
14
15
16
17
18
19
20 
21 
22
23
24
25
26
27
28
29
30
31
32
33
34
35
36
37
38
39
40
41
42
43
44
45
46
47
48
49
50
Furthermore, DepEd shall employ high standards for accepting graduate of other 
courses to teach in the SHS to ensure that only the best will be taken in for training, 
licensing, and hiring as SHS teachers.
The training, licensing, and hiring of other professionals in order to teach in the SHS 
must be taken only as a last resort in the absence of all possibilities of training and 
hiring already licensed teachers from the JHS or even the basic education.
CHAPTER VI
MISCELLANEOUS PROVISIONS
SEC. 22. Appropriations.-The amount necessary for the implementation of this Act 
shall be charged against the available appropriations of the Department of Education, 
under the current General Appropriations Act. The Secretary of Education shall 
immediately include in the DepEd’s budget the amount necessary for the effective 
implementation of this Act, Thereafter, the amount necessary for its continuous 
implementation shall be included in the Annual General Appropriations.
SEC. 23. Other Sources of Funding. - Other sources of funds such as grants, 
donations, collections and other forms of assistance from public or private entities, 
whether domestic or foreign, may be tapped and facilitated by the DepEd in relation 
to the implementation of the TEACH Program.
SEC. 24. Review and Monitoring. - The DepEd, through the TEC, shall report to the 
President and Congress after the first five (5) years, and every two (2) years thereafter, 
on the implementation of the provisions of this Act and shall submit recommendations 
for its improvement. All the TEC government agencies are also tasked to monitor the 
implementation of the TEACH Program as well as the actual hiring in public schools 
of the TEACH Program graduates, and to undertake such studies and include these 
in their respective annual reports.
SEC. 25. Implementing Rules and Regulations (IRR). - Within one hundred twenty 
(120) days from the effectivity of this Act, the Department of Education through the 
Teacher Education Council, and in consultation with the National Economic 
Development Authority, Commission on Higher Education, Department of Science and 
Technology, Technical Education and Skills Development Authority, Civil Service 
Commission, Department of Budget and Management, and relevant stakeholders 
shall promulgate the necessary rules and regulations for the effective implementation 
of this Act.
The IRR issued pursuant to this section shall take effect fifteen (15) days after its 
publication in the Officiai Gazette or a newspaper of general circulation. Copies of the 
IRR as published shall be transmitted to the Chairs of the Committees on Basic 
Education and Higher Education in the Senate and the House of Representatives, no 
later than six (6) months after the effectivity of this Act.
SEC. 26. Separability Clause. - If any provision or part of this Act is declared invalid 
or unconstitutional, the remaining provisions or parts not affected shall remain in full 
force and effect.


1
2
3
4
5
6
7
8 
9
10
SEC. 27. Repealing Clause. - All other laws, executive orders, presidential decrees, 
administrative orders, rules and regulations, issuances, or parts thereof inconsistent 
with or contrary to the provisions of this Act are hereby repealed, amended, or modified 
accordingly.
SEC 28. Effectivity. - This Act shall take effect fifteen (15) days after its publication 
in the Official Gazette or in any newspaper of general circulation.
Approved,
8