EIGHTEENTH CONGRESS OF THE ) 
REPUBLIC OF THE PHILIPPINES )
Second Regular Session 
)
SENATE
S.B. No.___2271
TIME¥
EnX5
FTDbX
Introduced by Senator Maria Lourdes Nancy S.
AN ACT
JUMPSTARTING OPPORTUNIHES FOR BUSINESSES AND ENSURING 
EMPLOYABILITY OF THE PHILIPPINE WORKFORCE THROUGH EXPANDED 
COMPETENCY-BASED LEARNING AND SKILLS TRAINING, TO DRIVE 
INCLUSIVE DEVELOPMENT AND SUSTAINABLE GROWTH, AND 
ESTABLISHING FOR THIS PURPOSE A NATIONAL FUTURE SKILLS COUNCIL, 
AND APPROPRIATING FUNDS THEREFOR
EXPLANATORY NOTE
The COVID-19 pandemic has led to a significant loss of human lives and caused 
tremendous economic and social disruption worldwide. It has posed an unprecedented 
challenge to public health, food and education systems, livelihood and productivity, 
and social protection programs, among other areas of government.
In the Philippines, the necessity of nationwide lockdowns, stringent community 
quarantines, and social distancing protocols to prevent the spread of the virus and 
contain the same; impeded physical travel and adversely impacted business 
operations, ultimately leading to closure of businesses and millions of unemployed 
Filipinos. In 2020, unemployment rate rose to 10.3 percent, accounting for 4.5 million 
unemployed Filipinos in the labor force whose skill sets can be utilized and maximized, 
given suitable training development and employment opportunities.1 Wholesale and 
retail trade was most affected during the pandemic while temporary closures were 
most widespread among smaller enterprises.2 Poor and vulnerable families were 
disproportionately affected from the reduction in loss of jobs, constrained mobility, 
and access to basic food and health services.
Digitalization or technological transformations compound the challenges caused by the 
pandemic especially in the labor market. According to the International Labor 
Organization, an estimated "7.2 million workers are exposed to a double-tiered risk of
‘Philippine Statistics Office. 2021. 2020 Annual Preliminary Estimates of Labor Force Survey (LFS). 
https://psa.gov.ph/content/2020-annual-preliminary-estimates-labor-force-survey-lfs
2Asian Deveiopment Bank. 2020. The Covid-19 impact on Philippine business.
https://www.adb.org/sites/default/files/publication/622161/covid-19-impact-philippine-business-enterprise-
survey.pdf


job disruption due to digitalization and COVID-19."3 Occupations most susceptible to 
the risks of digitalization are those classified under "machine terrain" {e.g. 
manufacturing, and transportation and storage, electrical and electronic equipment 
assemblers, etc.); and "collapsing" sectors {^e.g. accommodation and food services, 
and arts, entertainment and recreation industries, etc.). In the last few years, non­
routine cognitive occupations and/or jobs automation has been gaining momentum 
while that of routine occupations has been steadily decreasing.4 This reveals an 
Impending loss of jobs and skills shortage with the shift of demand for higher-order 
and cognitive skills continues to unfold. As a result, while the demand for higher-order 
and cognitive skills will continue increasing, jobs that depended on lower-skilled labor 
across multiple industries will be wiped out.
The program will be synergistic with the National Employment Recovery Strategy 
(NERS) 2021-2023, in the medium term, as it focuses on policy responses regarding 
the effects of the COVID-19 pandemic to the labor market and the rapid industry 
transformation through Industry 4.0. It shares the objectives for the program, such 
as; improved access of employment generation with livelihood and training 
opportunities, improvement of employability, wellness and productivity of workers in 
a changing environment, and support to existing and emerging businesses5.
Notably, the disruptions caused by the pandemic, opens up other avenues for 
government, schools and enterprises to adopt alternative approaches to cope and 
ensure continuity of service delivery and operations. Flexible and blended working 
arrangements, distance learning, and online delivery platforms all highlighted the 
significance of digitization in this agile environment. In this light, digitization and 
innovation must be harnessed to bring optimal value for government and its citizens, 
and businesses and employees alike; and likewise ensure equitable access for all.
Section 3, Article XIII of the 1987 Philippine Constitution provides that the State shall 
afford full protection to labor and promote full employment and equality of 
employment opportunities for all. Republic Act No. 11293 or the Philippine Innovation 
Act places Innovation as the crux of national development policies and sustainable 
economic growth. It underpins that digitization and Innovation can be harnessed to 
opportunities for government and its citizens, and businesses and employees; and 
ultimately, ensure inclusivity development. More so, the law endeavors to 
institutionalize support and linkages in the areas of education, training, research and 
development towards promoting innovation and digitization. However, the law lacks 
the Impetus to strengthen the role of education in the accelerating innovation and 
sociocultural transformation as well as supporting labor market transitions in the face 
of the Fourth Industrial Revolution or Industry 4.0. Skills training and competency-
3Intemational Labor Organization. 2020. COVID-19 iabour market impact in the Phiiippines: Assessment and 
nationai poiicy . responses. https://www.iio.org/wcmsp5/groups/public/~asia/~ro-bangkok/~iio- 
maniia/documents/pubiication/wcms_762209.pdf
^Intemationai Labor Organization. 2020. The Future of Work in the Phiiippines: Assessing the impact of 
technoiogicai changes on occupations and sectors, https://www.iio.org/wcmsp5/groups/public/~asia/~ro- 
bangkok/~ilo-maniia/documents/pubiication/wcms_762207.pdf
5Joint Memorandum Qrcuiar No. 001-2021: Constituting the Inter-Agency Task Force on the National 
Employment Recovery Strategy 2021-2023


based development are at the forefront of driving competitiveness and promoting 
economic growth in the midst of globalization and technological innovations.
The Jobs Next Bill seeks to encourage and incentivize worker upskilling and reskilling 
to stimulate innovation literacy; and support the labor force to adopt to technologies 
that have the potential to disrupt jobs. It aims to seamlessly integrate global skills 
trend with domestic industries' skills through profound and innovative transformation 
in high-quality training and skills development. It is necessary to harmonize policies 
and plans from different government agencies, and integrate industry needs and 
support to create a comprehensive and versatile roadmap that can be scaled at a 
nationwide level.
Skills development is a prerequisite to a transition to a green and sustainable economic 
growth. As such, "improving the quality, skills development employability and 
sustainable livelihoods"6 will be required to augment skills gap for green jobs across 
sectors. The Jobs Next bill will also forge the synergy of skills development required 
for green jobs, strategies, plans with the incentives provided for business enterprises 
to create and sustain green jobs under the Republic Act No. 10771 or the Philippine 
Green Jobs Act of 2016.
As the country slowly pivots to recovery measures, this presents a window of 
opportunity to rethink how economies and businesses will react and adapt7 to the 'new 
normal.' It is an opportunity to build and shift to resilient and sustainable economic 
and business reforms that will maximize the realities of an uncertain environment.
The timing cannot be better for the Jobs Next bill: to ride on the change ushered in 
by the momentum, and channel that to pave the way for the Philippines to thrive in 
the fourth industrial revolution. To this end, support for the immediate passage and 
approval of this timely legislation is earnestly sought.
MARIA LOURDES NANCY S. BINAY
6Asian Development . Bank. 2018. Education and skills for Inclusive growth, green jobs and the greening of 
economies in Asia, https://www.adb.org/sites/default/files/publication/385041/education-skills-green-jobs.pdf 
7Deloitte Center for Government Insights. 2020. Tran^orming government post-COVID-19: How flipping 
orthodoxies can reinvent government operating models, https://www2.deloitte.com/au/en/pages/public- 
sector/artides/transforming-government-post-covid-19.html


EIGHTEENTH CONGRESS OF THE ) 
REPUBLIC OF THE PHILIPPINES )
Second Regular Session 
)
SENATE
S.B. No. 2271
RECEIVED
FILED
DATt:
TIME
N&bX
BILLS
Introduced by Senator Maria Lourdes Nancy S. Bina
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
AN ACT
JUMPSTARTING OPPORTUNITIES FOR BUSINESSES AND ENSURING 
EMPLOYABILITY OF THE PHILIPPINE WORKFORCE THROUGH EXPANDED 
COMPETENCY-BASED LEARNING AND SKILLS TRAINING, TO DRIVE 
INCLUSIVE DEVELOPMENT AND SUSTAINABLE GROWTH, AND 
ESTABLISHING FOR THIS PURPOSE A NATIONAL FUTURE SKILLS COUNCIL, 
AND APPROPRIATING FUNDS THEREFOR
Be it enacted by the Senate and the House of Representatives of the Phiiippines in 
Congress assembied:
CHAPTER I
GENERAL PROVISIONS
SECTION 1. Short Title. -This Act shall be known as the "Jobs Next Act"
SECTION 2. Declaration of Policy. - The State affirms labor as a primary social 
economic force and commits to worker protection and promotion of their welfare. It 
is hereby declared the policy of the State to safeguard the rights and welfare of the 
Philippine workforce by fostering innovation in skills training and competency-based 
professional development, in the midst of global trends and technological innovations.
Pursuant to Section 2 of Republic Act No. 11293 or the Philippine Innovation Act, the 
State shall strengthen its support to innovation as a vital component in workforce 
development, particularly in developing a robust pool of skilled, talented and creative 
people. To this end, an ecosystem of education institutions, businesses, private 
organizations, government agencies, and local government units is key to the 
development of a comprehensive program that will stimulate and incentivize 
Innovation literacy and inclusive skills development and opportunities among Filipino 
workforce and entrepreneurs, including women and the youth, and businesses alike.


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
It is likewise the declared policy of the State that labor is vital in promoting sustainable 
development. Pursuant to Section 2 of Republic Act No. 10771 or the Philippine Green 
Jobs Act of 2016, the State shall identify needed skilis, develop training programs, and 
train and certify workers for jobs in a range of industries that produce goods and 
render services for the benefit of the environment, conserve natural resources for the 
future generation, and ensure the sustainable development of the country and its 
transition into a green economy. The green skills for sustainable growth are significant 
and can only be realized with innovation and transformation in workforce 
development.
SECTION 3. Objectives. - The objective of this Act is to institutionalize a coherent, 
integrated and holistic system of technical skills and competency-based development 
that will harness and strengthen Innovation and competitiveness of at least 10 percent 
of the total Philippine workforce every 5 years and promote inclusive opportunities 
and sustainable growth, amidst effects of technological innovations and other external 
disruptions. The specific objectives of this Act are as follows:
a) To equip the Philippine workforce with technical skills and competencies that 
will be relevant in the Fourth Industrial Revolution;
b) To professionalize and promote a culture of innovation in skills and 
competency-based development training offered for the Philippine workforce;
c) To improve access and strengthen linkage of employment opportunities with 
skills training and workforce development;
d) To encourage continuous upskilling and reskilling of the Philippine workforce 
and entrepreneurs to gain competencies and support career transition in 
existing and emergent jobs;
e) To encourage private sector recognition and participation in career 
development based on technical skills and competency development;
f) To ensure inclusivity in the governance of future skills training, particularly for 
disadvantaged and vulnerable groups women, older persons, persons with 
disabilities, indigenous peoples;
g) To ensure alignment, effective coordination and elimination of fragmentation 
of innovation programs and policies, at all levels; and
h) To enhance the competitiveness and resiliency of the Philippine workforce, 
jobs, industries and sectors affected by technological and other external 
innovations and disruptions.
SECTION 4. Definition of Terms. 
are hereby defined as follows:
For purposes of this Act, the following terms
(a) Absentee payroll funding is a grant to help employers defray the manpower 
costs incurred when they send their employees for certifiable skills training 
during working hours.


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
(b) Cognitive andmeta-cognitive skills includes critical thinking, creative thinking, 
learning-to-learh and self-regulation.
(c) Criticai core skiii^ or soft skiiis are broadly defined as a set of observable 
transferable behaviors that can be applied across sectors, functional areas and 
job roles under the clusters of critical thinking, workplace interaction, and 
staying relevant10.
(d) Digital11 or technological literacy refers to the skills and ability to access, 
evaluate, integrate, create and communicate Information through writing and 
other media on various digital technologies such as Internet platforms, social 
media, and mobile devices, etc. towards enhancing the learning process 
through problem-solving and critical thinking.
(e) Displacement effec62refers to jobs lost due to the automation of tasks through 
the application of 4IR technology.
(f) Emerging Jobs or occupations refers to jobs that form, whether totally new or 
an evolution of existing job, because of changes in production technologies, 
innovations, market conditions, regulations, and so forth. Emerging jobs may 
not be most prevalent at the time of observation, but they exhibit a pace of 
growth within a period of time.
(g) Fourth Industrial Revolution (4IR) or Industry 4.(PreIevs to a range of 
technologies. Including artificial intelligence, big data, internet of things, cloud 
computing, quantum computing, robotics, genetic engineering, among others 
that impact the workplace, and can be applied across all sectors that combine 
the physical, digital and biological worlds.
(h) Future Skills refers to essential employability skills14that are relevant to jobs in 
the Fourth Industrial Revolution, which pertain to: critical core and technical 
skills and competencies of cognitive and meta-cognitive skills; practical and 
physical skills; social and emotional skills.
8https://www.oecd.org/education/2030-project/teaching-
andleaming/leaming/skills/Skllls_for_2030_concept_note.pdf
United Nations Educational, Scientific and Cultural Organization. 2018. Digital skills aitical for Jobs and social
inclusion. 
https://en.unesco.org/news/digital-skills-critical-jobs-and-social-
inclusion#:~:text=Digital%20skills%20are%20defined%20as,to%20access%20and%20manage%20information.
9Skills Future Singapore, n.d. Critical core skills, https://www.skillsfuture.gov.sg/skills-framework/criticalcoreskills
‘“Skills Future Singapore, n.d. Critical core skills - what they are and why they matter.
https://www.myskillsfuture.gov.sg/content/portal/en/career-resources/career-resources/education-career-
personal-development/Critical_COre_Skills_What_They_Are_And_Why_They_Matter.html
“United Nations Educational, Scientific and Cultural Organization. 2018. Digital skills critical for Jobs and social
Inclusion. 
https://en.unesco.org/news/digltal-skllls-critlcal-Jobs-and-social-
induslon#:~:text=Dlgltal%20skllls%20are%20deflned%20as,to%20access%20and%20manage%20information.
12ADB. 2018
13ADB. 2018
14 Nafea, R. & Toplu, E. Future of education in Industry 4.0: Educational digitization - A Canadian case study. 
https://www.igi-global.com/chapter/future-of-education-in-industry-40/232599


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
(i) Generic skills and competenciedsor employability 5Ms16are key, common, and 
basic transferable skills across job roles that enable individuals to be 
employable and employed, help every individual adapt to new job demand, and 
facilitate their career mobility.
0) Inclusive Innovation Industrial Strategy (iSS}-1 refer to a strategy implemented 
by the Department of Trade and Industry which aims to grow innovative and 
globally competitive manufacturing, agriculture and services industries, while 
strengthening their linkages between domestic and global value chains with 
innovation at the core of the country's strategic policies and programs. One of 
Its strategic actions include upskllling and reskilling the Philippine workforce.
(k) Practical and physical skills8, which include using new information and 
communication technology devices.
(l) Productivity effect or scale effect refers to automation Improving productivity 
and lowering production costs.
(m) 
ReskiHin^^refers to the process of learning new skills or training workers 
to adapt to a different job and to allow them to be employable.
(n) Social and emotional skills1, which include empathy, self-efficacy, responsibility 
and collaboration.
(o) Technical skills and competencied2refer to occupation, job-specific skills and 
competencies an individual needs to perform various job tasks.
(p) Technological disruptions or disruptive technoiogiesl3refer to innovations such 
as predictive analytics, automation, internet of things, big data, robotics and 
Artificiarintelligence, that significantly transform industry structures, processes 
and practices.
(q) Training or Training Programs refer to a set of activities and processes for a 
person to acquire desired skills, knowledge, attitudes, and values.
“Skills Future Singapore, n.d. 
Qltical core skills 
- what they are and 
why they matter.
https://www.mysklIlsfuture.gov.sg/content/portal/en/career-resources/career-resources/education-career-
personal-development/Critical_Core_Skills_What_They_Are_And_Why_They_Matter.html
“Australian National Training 
Authority. 
2003. Defining generic 
skills: At a 
glance.
https://www.ncver.edu.au/_data/assets/file/0020/4457/nr2102b.pdf
“Department of Trade and Industry, n.d. Inclusive Innovation Industrial Strategy.
http://innovate.dti.gov.ph/resources/l3s-strategy/inclusive-innovation-industrial-strategy/
18https://www.oecd.org/education/2030-project/teaching-
andleaming/leaming/skills/Skills for 2030 concept_note.pdf
19ADB. 2018
20ADB. 2018
21https://www.oecd.org/education/2030-project/teaching-
andleaming/learnlng/skills/Skills_for_2030_concept_note.pdf
22 Skills Future Singapore. n.d. Develop a skilled workforce, https://www.ssg.gov.sg/wsq/wsq-for-employers.html 
23https://www.ilo.org/wcmsp5/groups/public/--ed_dialogue/— 
act_emp/documents/publication/wcms_579554.pdf


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
(r) UpskilHn^e'x^^ers to the process of acquiring new and relevant competencies to 
optimize performance in the face of technological innovation, as weil as 
improving existing skilis to upgrade future skiiis profiie.
CHAPTER II
ESTABLISHING THE NATIONAL FUTURE SKILLS COUNCIL
SECTION 5. Establishment of the National Future Skills Council. - A National 
Future Skills Council (NFSC), shall be created, to carry out the policies set forth in this 
law. The NFSC shall generate and scale up action in all levels and areas of education, 
training, research and development towards prompting innovation in workforce 
employability.
It shall be composed of the Secretary of the Department of Trade and Industry (DTI) 
as Chairperson; a Co-Chairperson to be chosen from the private sector members, to 
be rotated among the private sector members of the NFSC every three (3) years; the 
Secretaries of the Department of Labor and Employment (DOLE), Department of 
Science and Technology (DOST), Commission on Higher Education (CHED), Technical 
Education and Skills Development Authority (TESDA), Department of Education 
(DepEd), Department of Information Communications Technology (DICT); and eight 
(8) representatives from the private sector as members; provided, that, one 
representative is to be nominated each by the Philippine Chamber of Commerce and 
Industry (PCCI), Management Association of the Philippines (MAP), Financial 
Executives Institute of the Philippines (FINEX), Philippine Business for Education 
(PBEd),Philippine Women's Economic Network (PHILWEN), and three other private 
sector organizations, which can either be area or industry-based associations, to be 
appointed by the Department of Trade and Industry for a term of three (3) years.
The department secretaries may designate their representatives, who shail sit in a 
permanent capacity, with no less than Undersecretary in rank, and their acts shall be 
considered as the acts of their principals.
SECTION S. Mandate of the NFSC. - The NFSC shall serve as the policy and advisory 
body towards the achievement of the objectives of this law. It shall promote future 
skills development through the development of a future skills framework, and catalyze 
the same by fostering partnership with public and private partners and providing 
funding. The Council shall have the following functions:
(a) Approve the development of a Philippine Future Skills Roadmap and ensure 
that it aligns with the current and comprehensive Labor Market Inteiligence 
Survey and Analysis;
(b) Drive partnerships with private sector, training organizations, and higher 
education institutions for future skills development, industry training programs, 
and other initiatives;
24ADB. 2018


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
(c) Provide advice to DTI on reievant trends and updates on innovative workforce 
development and Jobs Next Program;
(d) Approve the schedule of financial support to trainees, whether for individuals 
or corporations and other organizations;
(e) Approve funding support to local government units (LGUs), industry bodies or 
associations for the upskilling and reskilling of their workforce with future skills, 
Provided, That, the fund requests meet the criteria to be set by the NFSC;
(f) Approve receipt of funding through official development assistance, grants, 
donations, collections and other forms of assistance from public or private 
entities, whether domestic or foreign; Provided, That the NFSC is hereby 
authorized to prioritize funding the objectives of this law, in negotiating and 
utilizing long-term concessional official development assistance.
(g) Oversee the implementation of this law and ensure synergy among different 
government agencies towards the achievement of the objectives of this law.
CHAPTER III 
FUTURE SKILLS BUREAU
SECTION 7. Creation of a Future Skills Bureau. - To ensure the attainment of the 
objectives of this Act, a Future Skills Bureau is hereby created under the DTI, herein 
referred to as the "Bureau", to be the lead implementing agency of the Jobs Next 
Program. The Bureau shall prioritize and focus on the needs of emerging and future 
workforce skills across industry sectors. Relative to this law, it shall have the following 
mandate:
(a) Implement, monitor, and ensure strict compliance by stakeholders of the 
provisions of this Act;
(b) Develop the Philippine Future Skills Roadmap, that shall serve as the national 
strategy to enable the Philippines to be a global leader in future skills. Anchored 
on the DTI's Inclusive Innovation Industrial Strategy (i3S), the Roadmap shall 
be guided by the following key thrusts: Technical and digital skills 
competitiveness. Innovation, and Productivity; provided, that, the Roadmap 
shall also be guided by the Labor Market Intelligence Survey and Analysis, 
which shall be updated regularly;
(c) Drive the conduct of a Labor Market Intelligence Survey and Analysis that will 
provide a comprehensive survey and assessment of future technical skills 
requirements for new and emerging jobs or occupations or to a certain position 
level, job and/or industry due to technological disruptions or Fourth Industrial 
Revolution; and facilitate the identification of priority areas for implementation, 
whether cognitive and meta-cognitive skills, critical core or soft skills, practical 
and physical skills social and emotional skills, technical skills and competencies.


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
or employability skills: Provided, Viat^he Labor Market Intelligence Survey and 
Analysis project shall facilitate the formulation of the Future Skills Roadmap 
and execution of the Jobs Next Program Online Portal; Provided, Further, That 
the Labor Market Intelligence Survey and Analysis of DTI unifies various 
agencies' activities that are similar or related to labor market intelligence or 
monitoring;
(d) Establish or support accreditation or certification schemes and other measures 
for eligible workforce participants, private companies, training organizations 
and education institutions, and eligible non-degree training programs to 
enhance the standards of future skills training and education;
(e) Formulate and standardize skills training and competency requirements and 
quality standards for identified programs for an occupation, sector and 
industry;
(f) Through industry sector partners and TESDA, develop workforce skills 
qualifications per sector that map out general and technical skills competencies 
which individuals can train and acquire credentials;
(g) Determine financial support amount to trainees whether individual, company, 
or supported projects, subject to the approval of the NFSC;
(h) Formulate and standardize eligibility requirements for target beneficiaries, 
whether for the individual, local government, company or organization;
(i) Provide advice to NIC on relevant trends and updates on innovative workforce 
development and Jobs Next Program;
0) Develop a Jobs Next Program Online Portal to provide relevant information and 
resource materials on technical skills and competency-based training 
opportunities for workforce participants and employers;
(k) Develop funding models to ensure sustainability of the Jobs Next Program;
(l) Coordinate with various government agencies, build partnership agreements 
with private sector, and such other means that will make more efficient and 
effective the implementation of this law; and
(m) Identify regulatory gaps and technological innovations not sufficiently 
addressed by this Act or by existing laws or regulations, and recommend 
appropriate executive or legislative measures, including those can be 
undertaken by the DTI on its own, that supports technical skills and 
competency-based training development.
The Bureau shall work closely with the NFSC. It shall convene public consultations or 
inter-agency meetings, in coordination with other government agencies, to ensure 
multi-stakeholder inputs in the development of the Jobs Next 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
The Bureau shall be organized within six (6) months after the effectivity of this Act.
Section 8. Composition of the Bureau. - The Bureau shall be headed by a Director 
to be appointed by the President of the Philippines, as recommended by the DTI 
Secretary. The Director shall be nominated by the NFSC.
The Director shall oversee the day-to-day operations of the Bureau and shall be 
assisted by three (3) Assistant Directors each for policy and administration, 
enforcement, and operations.
The DTI Secretary shall determine the organizational structure and staffing of the 
pattern of the Bureau, subject to the approval of the Department of Budget and 
Management.
CHAPTER IV
CONDUCT OF THE LABOR MARKET INTELLIGENCE SURVEY AND ANALYSIS 
AND ESTABLISHING THE JOBS NEXT PROGRAM
SECTION 9. Labor Market Intelligence Survey and Analysis. - To ensure a data- 
driven and service-oriented Jobs Next Program, the DTI shall commission the conduct 
of the Labor Market Intelligence Survey and Analysis, which shall be implemented in 
close coordination with the private sector, training organizations and higher education 
institutions, and updated every year or earlier, as may be determined by the NFSC for 
justifiable reasons. It shall include but will not be limited to the following:
(a) Overview of global skills trend and domestic industry needs, as well as current 
workforce skills landscape, including, but not limited to, conventional 
businesses, micro, small and medium enterprises, and innovative start-ups:
1. Size and characteristics of the sectoral labor market which includes the 
demand for and supply of labor and the intersection thereof;
2. Factors that influence labor market and economic conditions, such as 
economic, industry, or occupational profiles and projections;
3. Industry, socioeconomic and occupational characteristics;
(b) The scope of the Labor Market Intelligence and Analysis shall be conducted at 
a level of analysis to ensure comprehensive quantitative and qualitative labor 
information allowing for appropriate analysis and interpretation
(c) Data on sectoral, occupational, technological and geographical changes, 
specifically on:
1. Needs and expectations of sectors and industries;
2. Current and future labor market trends from the private sector;
3. Jobs or occupations that have been displaced due to disruptive 
technologies, the 4IR, climate change or other emergent factors, 
especially for disadvantaged and vulnerable groups;


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
(d) Existing and emerging jobs or occupations, sectors, and industries, and 
corresponding technical skills and competencies in the 4IR to ensure 
employability and support career transition and development;
(e) Capacity and immediate results from education, training and job placement 
from available education and training programs instituted by the Jobs Next 
Program and others, and other government policies;
(f) Standardized tools of technical skills training and competency requirements, 
and accredited technical skills training programs and initiatives for existing and 
emergent occupation, sector and industry;
(g) Perceived value of education, certificate programs, and technical skills and 
competency-based projects and activities, and related jobs from the following:
1. Job search behavior;
2. Job seeker motivation;
3. Digital skills sets;
4. Reskilling, upskilling, internship and job placement after graduation 
and/or completion; and
(h) Identification of training partners from the Private Sector, Training 
Organizations, and Higher Education Institutions.
The Bureau shall commence the Labor Market Intelligence Survey and Analysis upon 
its establishment or earlier, as may be directed by the NFSC. It shall utilize labor 
market information from government-supported large national surveys (Labor Force 
Survey), public and private employment services, development organizations 
providing sources of educational data, bodies representing employers or sectors, ODA- 
funded surveys, and other alternative tech-based, data-science tools, among others.
SECTION 10. Jobs Next Program. - The Jobs Next Program provides an operational 
mechanism for the Philippine workforce to access educational and training programs 
and gain future skills. The Program has three main services, without prejudice to other 
services that may be created by the Bureau, subject to the approval of the NFSC:
(a) Individual skills voucher - Eligible beneficiaries may obtain skills vouchers 
to either fully cover or subsidize eligible training or course fees, as may be 
determined by the Bureau.
(b) Employer training support - Financial support to employer-sponsored 
trainings for the upskilling or reskilling of their employees to gain future skills 
competencies. Financial support coverage shall include but is not limited to 
training or course fee and absentee payroll funding, the amount of which will 
be determined by the Bureau.


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
(c) Future skills projects - Funding support to local government or industry 
association projects for upskilling or reskilling a determined number of 
individuals to gain future skills competencies. Proponents of future skills project 
must submit a project proposal to apply for funding support. The Bureau shall 
develop an application process that includes capacity to implement, project 
impact and a monitoring and evaluation mechanism as criteria.
For upskilling and/or reskilling, an individual may access skills training support under 
the Jobs Next program through any of the above-mentioned services, provided that 
s/he will not be taking the same skills training programs or courses.
The program shall be evaluated using tools and approaches aligned with its goals, 
context, and stage of development, and shall form part of the basis for the review and 
updating of the same, and the approved Future Skills Roadmap under Section 7 of 
this Act.
SECTION 11. Jobs Next Program Online Portal. - The Bureau shall set up a one- 
stop shop digital platform that shall facilitate access to the Labor Market Intelligence 
Survey and Analysis, the Jobs Next Program, technical skills and competency-based 
training opportunities, amongst others. It shall have the following data-driven and 
service-oriented objectives and functions, respectively:
(a) Quality data to improve workforce analysis, which in turn shall create in- 
depth intelligence to translate into more strategic policy interventions on 
the future skills job market,
(b) Workforce Participants, jobseekers, employed and underemployed, shall be 
supported to make informed career decisions, training choices, and 
employment facilitation, and improve standing in the labor market given the 
following:
1. Selection of career Interests, learning pathways, and job roles in the 
labor market;
2. Access to technical skills and competency-based development trainings 
and initiatives, work-based trainings for upskilling and reskilling, funding 
support modalities, and possible employment opportunities;
3. Access to work-based training opportunities provided by companies;
4. Repository of electronic copy of certificates obtained.
(c) Employers shall be supported in improving business performance and 
productivity by the increased ability to hire efficiently, optimal new hires, 
and improved capacity of their human resources given the following:
1. Existing and emerging technical skills and competencies relevant to a 
, job role and occupation in a given sector or Industry;
2. Access to upskilling and reskilling opportunities for employees; and
3. Access to accredited training organizations and funding support 
modalities.
10


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
To spread access to the portal, DOLE'S Public Employment Service Offices (PESO), 
shall support the Program's implementation.
SECTION 12. Priority Group of Workers. -The Jobs Next Program shall introduce 
and implement different modalities to provide upskilling and reskilling of the labor 
force, belonging to jobs at high-risk of displacement because of technological and 
external disruptions. Workers from disadvantaged and vulnerable sectors are, 
likewise, prioritized to give them equal opportunity to participate and grow in the 4IR 
economy. Support provided to workforce participants shall not be subjected to age 
restrictions, current employment status, and educational attainment, Provided, That, 
specific technical skills training program indicate pre-requisites.
SECTION 13. Training Modaiities. - Training modalities for this program include, 
but are not limited to, the following: (a) Work-study degree programs and professional 
courses; (b) Traineeship; (c) Company-training; (d) Company attachment. The Bureau 
shall ensure that the Jobs Next Program is responsive to the recommendations under 
the Labor Market Intelligence Survey and Analysis, and aligned with regional and 
provincial development plans.
SECTION 14. Eiigibie Training Programs. - Training programs and initiatives, 
either government- or industry-led, shall be assessed and accredited on the basis of 
skills and competencies for existing and emerging jobs determined in the Future Skiils 
Roadmap; Provided That, the Bureau shall automatically register industry- 
acknowledged or -accredited skills trainings and certifications in the roster of eligible 
training programs; Provided, Further, that training programs already accredited by 
DepEd, CHED, or TESDA shali likewise be automaticaily registered by the Bureau.
To enhance competitiveness of both existing and emergent jobs, eligibility shall be 
open to all industries. Provided, That, the Bureau shall develop priority eligible 
programs, consistent and aligned with DTI's I3s, and the Philippine Future Skills 
Roadmap.
CHAPTER V
IMPLEMENTATION ARRANGEMENT
SECTION 15. Nation ai Economic Development Authority (NEDA). - The NEDA 
shall provide strategy and poiicy alignment between the economic innovation strategy 
and workforce development in the 4IR pursuant to the National Innovation Agenda 
and Strategy Document.
SECTION 16. Department of Science and Technology (DOST). - The DOST shall 
support accreditation or certification schemes and other measures for eligible 
workforce participants, training organizations and education institutions, and eligible 
training programs by harmonizing the same with emphasis on sectors relevant to 
innovation and technology such as science, technology, engineering and math fields 
and creative industries.
11


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
Together with the DTI, it shall collaborate and create avenues for knowledge diffusion 
and capacity building in skills and competency based training development in the 
formulation of eligibility criteria and the Future Skills Roadmap; Provide^ that, it shail 
be aligned with the sustainabie development goals and green criteria in industries 
supported by the Program.
SECTION 17. Department of Information Communications Technoiogy 
(DICT). - The DICT shall be responsible for improved physical innovation structure 
and broadband access that will underpin inclusive future skiils and employment 
opportunities for ali in both urban and rural areas.
In coordination with industry partners, namely private businesses, training 
organizations and higher education institutions, the DICT shail support the design of 
the Jobs Next Online Portal which wiil provide transparent, efficient and innovative 
engagement with workforce participants, training organizations and higher education 
institutions. The DICT shall also direct and mandate zero-rated internet access for the 
Jobs Next Program and all related training platforms under it.
SECTION 18. Department of Labor and Employment (DOLE). - The DOLE shall 
mobilize its Pubiic Employment Service Offices (PESO) in local government units to 
support the implementation of this Act, including but not limited to information 
dissemination, referral, career coaching or counseling.
Complementing the Future Skills Roadmap and Labor Market Intelligence Survey and 
Analysis, current and updated DOLE plans and resources shall provide information on 
available skills supply to the specific skills demands of industries, skills for lifelong 
learning and empioyability across ali sectors; and engagement with employers, 
workforce participants, social partners, education and training institutions, and other 
government agencies.
DOLE shall also provide guidance in the compliance of employer participants on labor 
laws and other relevant issuances in the implementation of technical skills and 
competency-based development training courses and programs.
SECTION 19. Department of Education (DepEd). - The DepEd shali support DTI 
in supervising the implementation of NFSC-Standardized Qualifications in accredited 
technical skills and competency-based development training activities and programs; 
and in qualification of eligible workforce participants, training organizations and 
education institutions.
The Program will be complemented by alternative training modules programs and 
strategies implemented by DepEd for lifelong learning of those in vuinerable groups 
and marginalized communities. This ensures inclusiveness in learning delivery 
modalities and identified beneficiaries.
SECTION 20. Commission on Higher Education (CHED). - CHED shall support 
the DTI in the accreditation of eligible training programs and partner higher education
12


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
institutions by ensuring that quality standards implemented in the higher education 
system are met and satisfied by the same.
It shall promote responsive, innovative and competitive in the design and formulation 
of courses, modules, and curriculum for technical skills and competency-based training 
activities and programs.
SECTION 21. Technical Education and Skills Development Authority (TESDA). 
- The TESDA shall support DTT in the accreditation of eligible training programs and 
training providers, identification of general and future skills, as well as the alignment 
of funding programs for eligible workforce participants in the Program.
The TESDA shall support DTI in the implementation of this Act ensuring high quality 
of training and standards in institutions under its jurisdiction. TESDA shall provide 
technical assistance to DTI in the development of workforce skills qualifications per 
sector and other areas which the DTI may require TESDA's assistance.
SECTION 22. Higher Education Institutions (HEIs). - Partner HEIs will help in 
the administration of the Program in their respective schools. Technical skills and 
competency-based training courses and programs offered and implemented in HEIs 
must be in line with the standards of quality and accreditation systems recognized by 
the CHED and TESDA25. The same will be aligned with the Standardized Qualifications 
to be established by the NSFC.
CHAPTER VI
MISCELLANEOUS PROVISIONS
SECTION 23. Appropriations.-The amount necessary for the initial implementation 
of this Act shall be charged against the appropriations of the DTI. Thereafter, the 
amount necessary for its continued implementation shall be included in the annual 
General Appropriations Act.
SECTION 24. Review and Monitoring. - The National Future Skills Council shall 
report to the President and Congress after the first three (3) 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 NFSC government agencies are also 
tasked to monitor the implementation of this Program as well as the Labor Market 
Intelligence Survey and Analysis Report. The NFSC shall establish a monitoring and 
evaluation framework in the Implementing Rules and Regulations.
SECTION 25. Implementing Rules and Regulations (IRR). - Within sixty(60) 
days from the effectivity of this Act, the NFSC, shall promulgate the necessary rules 
and regulations for the effective implementation of this Act.
The IRR issued pursuant to this section shali take’effect fifteen (15) days after its 
publication in the Official Gazette or a newspaper of general circulation
25https://ched.gov.ph/wp-content/uploads/2017/10/CMO-No.01-s2005.pdf
13


1
2
3
4
5
6
7
8 
9
10
11
12
SECTION 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.
SECTION27. 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.
SECTION 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,
14