Republic of the Philippines
HOUSE OF REPRESENTATIVES,
Quezon City

Fifteenth Congress
First Regular Session

COMMITTEE REPORT NO. 667

Submitted by the Committee on Higher and Technical Education on_22 FEB 2011_.

Re: House Bill No.4255

Recommending its approval in substitution of House Bill Nos. 112, 836, 1503 & 3194
Sponsors: Representatives Juan Edgardo M. Angara and Neptali M. Gonzales II

Mr. Speaker:

‘The Committee on Higher and Technical Education, to which were referred the
following:

House Bill No. 112, introduced by Rep. Neptali M. Gonzales I, entitled:
“AN ACT STRENGTHENING THE LADDERIZED INTERFACE BETWEEN
TECHNICAL- VOCATIONAL EDUCATION AND TRAINING (TVET) AND HIGHER.
EDUCATION” ;

HB No. 836, introduced by Rep. Mark A. Villar, entitled:

“AN ACT STRENGTHENING THE LADDERIZED INTERFACE BETWEEN
TECHNICAL- VOCATIONAL EDUCATION AND TRAINING (TVET) AND HIGHER
EDUCATION” ;

HB No. 1503, introduced by Rep. Marcelino R. Teodoro, entitled:

“AN ACT STRENGTHENING THE LADDERIZED INTERFACE BETWEEN
TECHNICAL-VOCATIONAL EDUCATION AND TRAINING (TVET) AND HIGHER:
EDUCATION” ; and

HB No. 3194, introduced by Rep. Bernadette R. Herrera-Dy:


“AN ACT STRENGTHENING THE LADDERIZED INTERFACE BETWEEN
TECHNICAL-VOCATIONAL EDUCATION AND TRAINING (TVET) AND
HIGHER EDUCATION”

has considered the same and recommends the approval of House Bill No.4255 in
substitution of House Bill Nos. 112, 836, 1503 and 3194 and with Reps. Neptali M.
Gonzales Il, Mark A. Villar, Marcelino R. Teodoro, Bernadette R. Herrera-Dy, Juan Edgardo
M. Angara, Luis F. Villafuerte, Mercedes K. Alvarez, Pryde Henry A. Teves, Mark Aeron H.
Sambar, Cesar V. Sarmiento, Arnulfo P. Fuentebella, Linnabelle Ruth R. Villarica and Maximo
B. Rodriguez as authors thereof.

Respectfully submitted,

JUAN EBGARDO M. ANGARA
‘Chairman
Committee on Higher & Technical
Education

‘THE HONORABLE SPEAKER
HOUSE OF REPRESENTATIVES
Quezon City


we

Republic of the Philippines
HOUSE OF REPRESENTATIVES
Quezon City

FIFTEENTH CONGRESS
First Regular Session

HOUSE BILL NO. _4

(in substitution of House Bill Nos. 112, 836,1503 & 3194)

Introduced by REPS. NEPTALI M. GONZALES II, MARK A. VILLAR, MARCELINO
R. TEODORO, BERNADETTE R. HERRERA-DY, JUAN EDGARDO M. ANGARA,
LUIS F. VILLAFUERTE, MERCEDES K. ALVAREZ, PRYDE HENRY A. TEVES,
MARK AERON H. SAMBAR, CESAR V. SARMIENTO, ARNULFO P. FUENTEBELLA,
LINABELLE RUTH R. VILLARICA & MAXIMO B. RODRIGUEZ

AN ACT
STRENGTHENING THE LADDERIZED INTERFACE BETWEEN TECHNICAL-
VOCATIONAL EDUCATION AND TRAINING AND HIGHER EDUCATION

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 “Ladderized Education
Act of 2011.”

SEC. 2. Declaration of Policy. — In line with the Constitutional guarantee for the
State to promote the right of all citizens to quality and accessible education at all
levels and to establish, maintain and support a complete, adequate and
integrated system of education relevant to the needs of the people and
contributory to national development, it is hereby declared the policy of the State
to institutionalize the ladderized interface between technical-vocational education
and training (TVET) and higher education to open the pathways of opportunities
for career and educational progression of students and workers, create a
seamless and borderless education, empower students and workers to exercise


options or to choose when to enter and exit in the educational ladder, and
provide job platforms at every exit as well as the opportunity to earn income.

The State likewise recognizes and supports the promotion and protection
of the inherent academic freedom enjoyed by all institutions of higher learning.
For this purpose, the government shall uphold the academic standards, equity
principles, promptness and consistency of the applications/admissions and

equivalency policies of higher education institutions (HEIs).

SEC. 3. Definition of Terms. — For purposes of this Act, the following terms are
hereby defined:

1. Articulation refers to a process which allows students to make the
smooth transition from one course, program or educational level to the next
without experiencing duplication of learning. The guiding principle of articulation
is that no student should repeat the same course content for which credit has
already been received, even if elsewhere or from another institution. In general,
an articulated program allows a student to move from a technical-vocational
(tech-voc) course to a College Degree Program, using the principle of Credit
Transfer.

2. Credit refers to the value given to a course.

3. Credit Transfer refers to the recognition and carrying forward of credits
that constitute overlapping learning, from TVET to a degree program.

4. Embedded Tech-Voc Qualification in a Ladderized Degree Program
refers to the process of determining the TVET competencies/qualifications that
lead to job platforms in the relevant higher education or bachelor’s degree
program. A student of a ladderized degree program can earn full TVET
qualification should he/she choose to exit from the program and get a job.

5. Equivalency refers to a process that involves assigning equivalent
academic credits to the competencies demonstrated by a student through
ing entry points to the next higher level

assessment tests, thereby provi
qualification, the purpose of which is to provide opportunities to the student to
continue to learn and/or to re-enter the educational program at a higher level


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n2

without having to unnecessarily retake courses in which a student already has
demonstrated competence and knowledge.

6. Job Platform refers to the gateway in the ladderized curriculum which
one reaches upon acquiring enough skills and knowledge to seek and find
employment.

7. Ladderized Education refers to the harmonization of all education and
training mechanisms that allow students and workers to progress between Tech-
Voc and College courses and programs, or vice-versa. It opens opportunities for
career and educational advancement to students and workers, creates a

seamless and borderless education and training system that will allow transfers
in terms of flexibility entry and exit between Tech-Voc and College Degree
Programs in the post-secondary school educational system.

8. Qualification refers to a formal certification that a person has
successfully achieved specific learning outcomes relevant to the identified
academic, industry or community requirements.

9. Recognition of Prior Learning refers to the acknowledgment of a
person's skills and knowledge through previous training, work or life experience,
which may be used to grant status or credit for acquired competencies.

SEC. 4. National Qualifications Framework. - The Commission on Higher
Education (CHED) and the Technical Education and Skills Development Authority
(TESDA) are hereby mandated to closely coordinate and effectively implement a
unified national qualifications framework that establishes equivalency pathways
and access ramps in ladderized education, allowing for easier transitions and
progressions between TVET and higher education. The framework shall include
qualifications and articulation mechanisms, such as, but not necessarily limited
to the following: credit transfer, embedded TVET qualification in ladderized
degree programs, post-TVET bridging programs, enhanced equivalency, adoption
of ladderized curricula/programs, and accreditation and/or recognition of prior

learning.


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104

For this purpose, CHED and TESDA shall design harmonized guidelines
and equivalency competency courses to enhance the delivery of high-quality
tech-voc and higher education courses, synchronize standards and upgrade
curriculum design per discipline and adopt a strategic implementation scheme,
including a massive consultation and information dissemination scheme. In so
doing, CHED and TESDA shall continue exploring and developing other
mechanisms and systems that will allow the interface between TVET and higher
education with the end in view of creating a seamless and borderless education

system.

SEC. 5. Priority Disciplines. As a preliminary approach to the implementation of
the ladderized program and to ensure its more focused implementation, CHED
and TESDA, in consultation with the industry, the Department of Labor and
Employment (DOLE), the Department of Trade and Industry (DTI), the National
Economic and Development Authority (NEDA), the Department of Science and
Technology (DOST), the Professional Regulation Commission (PRC) and other
related agencies, are directed to identify priority disciplines and programs for
ladderization, taking into account labor market realities. CHED and TESDA shall
implement the ladderization of other disciplines, other than those presently being
implemented, should these be found necessary and beneficial, based on a

comprehensive study on their viability.

SEC. 6. Enhancement of the Ladderized Education Program (LEP). - CHED and
TESDA, in consultation with the PRC, are directed to jointly devise systems,
procedures, and mechanisms as well as to issue, amend and update existing
implementing guidelines, as necessary, for the efficient and effective
implementation of LEP and to ensure that the objectives of the program are met.
Incentives may be given to HEIs and Technical-Vocational Institutions to further
encourage wider participation in the LEP.

For this purpose, a permanent LEP National Coordinating Technical
Committee, composed of CHED and TESDA personnel, is hereby established.


105
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110

The CHED and TESDA shall ensure that there are designated personnel at
the regional and provincial levels responsible for the implementation, monitoring

and evaluation of LEP nationwide.

SEC. 7. Support from Other Government Agencies. - The PRC, DOLE, Department
of Education (DepED), DOST, DTI, the Department of Budget and Management
(DBM) and the NEDA are hereby mandated to extend the necessary support and
provide relevant inputs towards the effective implementation of the ladderized

system of education.

SEC. 8. Scholarships, Grants and Loans. - To ensure the effective
implementation and greater nationwide impact of the program and its
accessibility to the students and workers, CHED and TESDA shall endeavor to
include in their respective budgets the provision of scholarships, grants and
loans to deserving students and workers availing themselves of the ladderized
system of education, in addition to the present scholarship programs being
implemented by CHED and TESDA.

SEC. 9. Enabling Clause for HEIs. - To encourage the widest enjoyment of the
benefit of ladderized education, HEIs whose curricula have been recognized by
the CHED may avail of the ladderization program without need for permit either

from CHED or TESDA: Provided, That, the proposed ladderized program is within
um curricular requirements

the purview of the curricular matter and that the
under the relevant guidelines of CHED and TESDA are complied with.

For this purpose, however, the HEI shall be required to submit to the LEP
National Technical Committee the copy of the curriculum for the proposed
ladderized program for monitoring and for potential objective inputs from the
technical experts in the said LEP National Technical Committee.

SEC. 10. Academic Freedom. — Nothing in this bill shall be construed to restrict
the HEI in the exercise of its academic freedom. The HEI shall retain the right to


assess the level and standard of previously completed TVET programs by an
applicant-student in a manner that is transparent and objective, incorporating
therein its own admission requirements. The applicant-student must gain
admission to the HEI’s undergraduate program by meeting all the usual criteria

and program requisites and such other requirements by the HEI.

SEC. 11. Appropriations. - The amount necessary for the initial implementation of
this Act shall be sourced from the current budgets and development funds of
CHED and TESDA. Thereafter, the funds necessary for the continuous
implementation of this Act in the ensuing years shall be included in the
respective annual appropriations of CHED and TESDA in the General

Appropriations Act.

SEC. 12. Implementing Rules and Regulations. - The CHED and TESDA, in
consultation with relevant stakeholders in higher and tech-voc education, shall
issue within sixty (60) days after the effectivity of this Act, the rules and

regulations for the effective implementation of this Act.

SEC. 13. Separability Clause. - !f any provision of this Act or any part thereof shall
be declared unconstitutional or invalid, the other provisions, as far as they are

‘separable, shall remain in force and effect.

SEC. 14. Repealing Clause. — All laws, decrees, orders, rules and regulations or
parts thereof which are inconsistent with the provisions of this Act are hereby

repealed, amended or modified accordingly.

SEC. 15. Effectivity. — This Act shall take effect fifteen (15) days after its
Publication in the Official Gazette or in at least two (2) newspapers of general
circulation.

Approved,


cg Republic af the Philippines
Hause of Represeututines
Quezon Gify, Metes Manila

fteenth Congress
First Regular Session

HOUSE BILLNO.___ 1

EXPLANATORY NOTE
This bill see!

‘s to strengthen the ladderized education system in the country.

Filipinos have a deep regard for education which they view as a primary
avenue for economic and social development. Basic quality education is very
important in building a nation. Hence, it is important to make it accessible to all.

Presently, there are about $48,000 college graduates in the country who are
unemployed due to “education mismatch" or the fact that there are no available
jobs related to the courses they took. This mismatch in the quality of skilled
graduates produced by educational institutions, compared to the needs of the
current market and industries, result to “structural unemployment.”

As solution to this structural unemployment, the ladderized education
program has been introduced. The program allows the technical or vocational
graduate to earn the equivalent credit units for technical course in entering the
college education. The curriculum is restructured to allow a student of a
Ladderized College degree program to eam technical or vocational credits and
qualifications without having to repeat the same technical vocational subjects for
which he has already acquired knowledge and competence.

The passage of this bill will strengthen the ladderized education system in
the country and will further address the present compartmentalization of technical
or yocational and college degree programs that hinder the recognition and
accreditation of competencies in college degree programs.

in view of the foregoing, approval om urgently recommended.

2.
NEPTALI M\GONZALES I



Fificenth Congress
First Regular Session

HOUSEBILLNO._ 1.2

Introduced by Honorable Neptali M. Gonzales IL

AN ACT
STRENGTHENING THE LADDERIZED INTERFACE BETWEEN
TECHNICAL-VOCATIONAL EDUCATION AND TRAINING
(TVET) AND HIGHER EDUCATION

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 “Ladderized

Education Act of 2010.”

SEC, 2. Declaration of Policy. - \n line with the constitutional guarantee of

the State to promote the right of all citizens to quality and accessible education at all
levels and to establish, maintain and support a complete, adequate and integrated system
of education relevant to the needs of the people and contributory to national
development, it is hereby declared the policy of the State to institutionalize the
ladderized interface between technical-vocational education and training (TVET) and
higher education to open the pathways of opportunities for career and educational
progression of students and workers, create a seamiess and borderless education,
empower students and workers to.exercise options or to choose when to enter and exit
in the educational ladder and provide job platforms at every exit as well as the
opportunity to ear income,

‘The State likewise recognizes and supports the promotion and protection of the
inherent academic freedom enjoyed by all institutions of higher learning. For this

purpose, the government shall have due regard to the academic standards, equity


principles, promptness and consistency of the applications/admissions and equivalency
policies of higher education institutions (HEIs).
SEC. 3. Definition of Terms. - For purposes of this Act, the following terms

are hereby defined:

(a) Articulation refers to a process which allows students to make the smooth
transition from one course, program or educational level to the next without
experiencing duplication of learning. The guiding principles of articulation is that no
student should repeat the same course content for which credit has already been
received, even if elsewhere or from another institution. In general, an articulated
program allows a student to move from technical-vocational (tech-voc) course to a
college degree program, using the principle of credit transfer.

(b) Credit refers to the value given to a course.

(c) Credit transfer refers to the recognition and carrying forward of credits that
constitute overlapping learning, from TVET to a degree program.

(d) Embedded Tech-Voe Qualification in a Ladderized Degree Program refers
to the: process of determining the TVET competencies/qualiticatlons’ tha lend to job
platforms in the relevant higher education or bachelor's degree program, A student of a
ladderized degree program can earn full TVET qualification should he/she choose to
exit from the program and get a job.

(©) Qualification refers to a formal certification that a person has successfully
achieved specific learning outcomes relevant to the identified academic, industry or
community requirements.

(®) Equivalency refers to a process that involves assigning equivalent academic
credits to the competencies demonstrated by a student through assessment tests, thereby

providing entry points to the next higher level qualification, the purpose of which is to


provide opportunities to the student to continue to learn and/or to reenter the educational
program at a higher level without having to unnecessarily retake courses in which a
student already has demonstrated competence and knowledge.

(g) Recognition of prior learning refers to the acknowledgment of a person's
skills and knowledge through previous training, work or life experience, which may be
used to grant status or credit for acquired competencies.

(b) Job platform refers to the gateway in the ladderized curriculum which one

reaches upon acquiring enough skills and knowledge to seek and find employment.
() Ladderized education refers to the harmonization of-all education and
taining mechanisms that allow students and workers to progress between tech-voe and

-versa. It opens opportunities for career and

college courses and programs, or vice-

educational advancement to students and workers, creates a seamless and borderless

education and taining system that will allow transfers in terms of flexibility entry and
\

exit between tech-voe and college degree program in the post-secondary school

educational system,

SEC. 4, National Qualifications Framework. - The Commission on Higher

Education (CHED) and the Technical Education and Skills Development Authority
(TESDA) are hereby mandated to closely coordinate and effectively implement a
unified national quilifications framework that establishes equivalency pathways and
access ramps in ladderized education, allowing for easier transitions and progressions
between TVET and higher education. The framework shal] include qualifications and
articulation mechanisms such as, but not necessarily limited to, the following: credit
transfer; embedded TVET qualification in ladderized degree programs; post-TVET

\ioption of ladderized curricula/programs;

bridging programs; enhanced equivalency:

and accreditation and/or recognition of prior jearning.


For this purpose, the CHED and the TESDA shall design harmonized guidelines
and equivalency competency courses to enhance the delivery of high quality tech-voe

and higher education courses, synchronize standards and upgrade curriculum design per

discipline and adopt a strategic implementation scheme, including a massive
consultation and information dissemination scheme. In so doing, the CHED and the
TESDA shall continue exploring and developing other mechanisms and systems that

will allow the interface between TVET and higher education with the end in view of

creating a seamless and borderless edi

s. - As a preliminary approach to the

SEC. 5. Priority Dis
implementation of the ladderized program and 10 ensure a more focused
implementation of the said program, the CHED and the TESDA, in consultation with
the industry, the Department of Labor and Employment (DOLE), the Department of
Trade and Industry (DTD, the National Economic and Development Authority (NEDA),
the Department of Science and Technology (DOST), the Professional Regulation
Commission (PRC) and other related agencies, are directed 16 identify priority
disciplines and programs for Indderization, taking into account labor market realities.

DA shall implement the ladderization of other

‘Therefrom, the CHED and the ‘
disciplines, other than those presently being implemented, should it be found necessary
and beneficial to do so based on a comprehensive study on the viability of such move.
SEC. 6. Enhancement of the Ladderized Education Program (LEP). - The
CHED and the TESDA, in consultation with the PRC, are directed to jointly devise
systems, procedures and mechanisms as well as to issue, amend and update existing
implementing guidelines, as necessary, for the efficient and effective implementation of
the LEP and to ensure that the objectives of the program are met. Incentives may be

given to HEIs and technical-vocational institutions to further encourage wider


participation the LEP.

For this purpose, a permanent LEP National Coordinating ‘Technical Committee,

composed of CHED and TESDA shall ensure that there are designated personnel at the

levels responsible for the implementation, monitoring and

regional and provin

evaluation of the LEP nationwide.

SEC. 7, Support from Other Government Agencies. - The PRC, the DOL

pED), the DOST, the DTI, the Department of Budget

the Department of Education (1

and Management (DBM) and the NEDA are hereby mandated to extend the necessary

support and provide relevant inputs towards the effective implementation of the

ladderized system of education.

SEC. 8. Scholarships, Grants and Loans. - To ensure the effective
implementation and greater nationwide impact of the program and its accessibility to
the students and workers, the CHED and the TESDA shal! endeavor to include in their
respective budgets the provision of scholarships, grams and loans to deserving students
and workers availing themselves of the ladderized system of education, in addition to
the present scholarship program being implemented by the CHED and the TESDA.

SEC.9. Enabling Clause for HEIs. - To encowage application of ladderized
education and to ensure greater nationwide impact of the program and its accessibility
to students and workers, the HEIs that have beer granted government recognition to its

curriculum by the CRED may opt to ladderize said recognized programs without need

of permit either from the CHED or the TESDA: Provided, That the proposed
ladderized program is within the purview of the curricular matter and that the minimum.

curricular requirements under the relevant guidelines of the CHED and the TESDA are

complied with

For this purpose, however, the HEI shall be required to submit to the LEP


participation the LEP,

For this purpo nnanent LEP National Coordinating Technical Committe,

A shall ensure that there are designated personnel at the

composed of CHED and

regional and provincial levels responsible for the implementation, monitoring and

evaluation of the LEP nationwide.

SEC. 7. Support from Other Government Agencies. - The PRC, the DOLE,
the Department of Education (DepED), the DOST, the DTI, the Department of Budget
and Management (DBM) and the NEDA are hereby mandated to extend the necessary
support and provide relevac:t inputs towards the effective implementation of the
ladderized system of education.

SEC. 8. Scholarships, Grants and Loans. - To ensure the effective
implementation and greater nationwide impact of the program and its accessibility to
the students and workers, the CHED and the TESDA shall endeavor to include in their
respective budgets the provision of scholarships, grants and loans to deserving students
and workers availing themselves of the ladderized system of education, in addition to
the present scholarship program being implemented by the CHED and the TESDA.

SEC.9. Enabling Clause for HEIs. - To encourage application of ladderized
education and to ensure greater nationwide impact of the program and its accessibility
to students and workers, the HEIs that have been granted government recognition to its
curriculum by the CHED may opt to ladderize said recognized programs without need
of permit either from the CHED or the TESDA: Provicled, That the proposed
ladderized program is within the purview of the curricular matter and that the minimum.
curricular iequivemesits under the relevant guidelines of the CHED and the TESDA are

complied with.

For this purpose, however, the HEI shall be required to submit to the LEP


National Technical Committee the copy of the curriculum for the proposed ladderized

ial objective inputs from the technical experts in

program for monitoring and for pow
the said LEP National Technical Committee.

SEC. 10. Academic Freedom. - Nothing in this Act shall be construed to
restrict the HEI in the exercise of its academic freedom. The HEI shall retain the right
to assess the level and standard of previously completed TVET programs by an
applicant-student in @ manner that is transparent and objective, incorporating therein its
own admission requirements. The appticant-student must gain admission to the HEI's
undergraduate program by meeting al! the usual criteria and program requisites and
such other requirements by the HEL.

SEC. 11. Appropriations. - The amount necessary for the initial

sourced from the current budgets and development

implementation of this Act shall be

funds of the CHED. and TESDA. Thereafter, the funds necessary for the continuous

implementation of this Act in the ensuing years shall be included in the annual
respective appropriations of the CHED and the TESDA in the General Appropriations
Act.

SEC. 12. Implementing Rules and Regulations. - The CHED and the TESDA,

-voe education, shall issue

in consultation with relevant stakeholders in higher and tec!
within sixty (60) days after the effectivity of this Act, the rules and regulations for the
effective implementation of this Act.

SEC. 13. Separability Clause. - any provision of this Act or any part hereof
be declared unconstitutional or invalid, the other provisions, as far as these are separable
from the invalid ones, shall remain in foree and effect,

SEC. 14. Repealing Clause. - All laws, decrees, orders, rules and regulations

or parts thereof which are inconsistent with the provisions of this Act are hereby


repealed, amended or modific

SEC. 15. Effectivity. - This Act shalt jake effect fifteen (15) days after itg

Publication in the Official Gazette or in at least two (2) newspapers of general
circulation,

Approved,


CONGRESS OF THE PHILIPPINES
FIFTEENTH CONGRESS
First Regular Session

HOUSE OF REPRESENTATIVES

8

House Bill No.

Introduced by REP. MARK A. VILLAR

EXPLANATORY NOTE

It is a prevalent view that the usual path a person takes in order to land a
good job or be successful in one’s career is by acquiring a college diploma
Sending children who finished high school to technical-vocational school is not the
usual option being taken even by traditional families, even with meager resources,
because of the common view that finishing tech-voc courses would not be enough
for the graduates to land good-paying jobs and improve the quality of their families’
life. Besides, they think that if they opt to acquire college education afterwards, tech-
voc graduates have to start taking the curriculum of first year college again and the
‘subjects taken in the tech-voc institutions will not be credited. Hence, many parents
work truly hard just to send their children to college and finally acquire the much-
coveted college diploma.

Every year, our country produces around 350,000 fresh college graduates
Yet, it is sau reality that most of these fresh college graduates experience severe
difficulty in finding jobs in accord with the field of their education. Surprisingly,
statistics showed that most of our fresh college graduates do not have the skills
needed for the available vacancies in the job market. This results to “structural
unemployment” or the situation where there is a mismatch between the actual
qualifications and competencies of workers looking for jobs, and the qualifications
and competencies that industries and companies need for their available job
vacancies.

‘As one of ‘the solutions to this structural unemployment, the ladderized
interface between technicai-vocationa! education and training (TVET) and higher
education (HE) has been introduced. Through the ladderized system, tech-voc
graduates of technical-vocational institutions will be able to pursue higher
educational courses offered in colleges and universities without having to lose credit
on what they have already earned or completed in a tech-voc program. Even after 1
to 2 years of technical-vocational education and training where graduates are armed
with the necessary skills, knowledge, attitudes and values needed to get into a job or
establish their own business, they could pursue higher education if they so desire
without having to start all over again as appropriate credits will be given. This



system will articulate tech-voc to a number of higher education options with the
attendant credits earned. It is a flexible mechanism which provides for an efficient
arid effective mechanism to allow individuals to continuously improve themselves
(life-tong learning) without being hampered of their initial choice in the past regarding
their educational career or even by their socio-economic conditions.

The purpose of this Ladderized Education is to open up pathways of
_-Opportunities for career and educational progression of students and workers. It
intends to create a seamiess and borderless education and training that allows
“mobility in terms of flexible entry and exit into the educational system. In essence,
laddérized education is an empowering tool because it provides options or choices to
the students and workers on when to enter and to exit in the educational ladder.
Significantly, it creates job platforms at every exit and provide students with
opportunities to get jobs and earn income.

~ “This bill seeks to strengthen the Ladderized Education in the country which
offers education responsive to the needs of the present times and of our people.

In view of the foregoing, | recominend the approval of this bill

Cri neo
MARK A. VILLAR

2 Representative
Lone District of Las Pitas Cily



CONGRESS OF THE PHILIPPINES
FIFTEENTH CONGRESS
First Regular Session

HOUSE OF REPRESENTATIVES

House Bill No.

introduced by REP. MARK A. VILLAR

AN ACT STRENGTHENING THE LADDERIZED INTERFACE BETWEEN TECHNICAL-
VOCATIONAL EDUCATION AND TRAINING AND HIGHER EDUCATION

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 “Ladderized
Education Act of 2010.”

SEC. 2. Declaration of Policy. — In line with the Constitutional guarantee of
the State to promote the right of all citizens to quality and accessible education at all
levels and to establish, maintain and support a complete, adequate and integrated
system of education relevant to the needs of the people and contributory to national
development, it is hereby declared the policy of the State to institutionalize the
ladderized interface between technical-vocational education and training (TVET) and
higher education to open the pathways of opportunities for career and educational
progression of students and workers, create a seamless and borderless education,
empower students and workers to exercise options or to choose when to enter and
exit in the educational ladder, and provide job platforms at every exit as well as the
‘opportunity to earn income.

The State likewise recognizes and supports the promotion and protection of
the inherent academic freedom enjoyed by all institutions of higher learning. For this
purpose, the government shall have due regard to the academic standards, equity


higher level qualification, the purpose of which is to provide

. opportunities to the student to continue to learn and/or to re-enter the
educational program at a higher level without having to unnecessarily
retake courses in which a student already has demonstrated
competence and knowledge;

(g) Recognition of Prior Learning refers to the acknowledgment of a
persons’ skills and knowledge through previous training, work or life
‘experience, which may be used to grant status or credit for acquired
competencies;

(h) Job Platform refers to the gateway in the ladderized curriculum which
‘one reaches upon acquiring enough skills and knowledge to seek and
find employment:

(i) Ladderized Education refers to the harmonization of all education and
training mechanisms that allow students and workers to progress
between Tech-Voc and College courses and programs, or vice-versa. It
opens opportunities for career and educational advancement to
students and workers, creates a seamless and borderless education
and training system that will allow transfers in terms of flexibility entry
and exit between Tech-Voc and College Degree Programs in the post-
secondary school educational system.

SEC. 4. National Qualifications Framework. - The Commission on Higher
Education (CHED) and the Technical Education and Skilis Development Authority
(TESDA) are hereby mandated to closely coordinate and effectively implement a
unified national qualifications framework that establishes equivalency pathways and
access ramps in ladderized education, allowing for easier transitions and
progressions between TVET and higher education. The framework shall include
qualifications and articulation mechanisms, such as, but not necessarily limited to the
following: credit transfer; embedded TVET qualification in ladderized degree
programs; post-TVET bridging programs; enhanced equivalency; adoption of
ladderized curricula/programs; and accreditation and/or recognition of prior learning


For this purpose, CHED and TESDA shall design harmonized guidelines and
equivalency competency courses to enhance the delivery of high-quality tech-voc
and higher education courses, synchronize standards and upgrade curriculum
design per discipline and adopt a strategic implementation scheme, including a
massive consultation and information dissemination scheme. In so doing, CHED and
TESDA shall continue exploring and developing other mechanisms and systems that
will allow the interface between TVET and higher education with the end in view of
creating a seamless and borderless education system.

SEC. 5. Priority Disciplines. — To ensure a more focused implementation of
the said program, CHED and TESDA, in consultation with the industry, the
Department of Labor and Employment (DOLE), the Department of Trade and
Industry (DTI), the National Economic and Development Authority (NEDA), the
Department of Science and Technology (DOST), the Professional Regulations
Commission (PRC) and other related agencies, are directed to identify priority
disciplines and programs for ladderization, taking into account labor market realities.
Thereafter, CHED and TESDA shall implement the ladderization of other disciplines,
other than those presently being implemented, should it be found necessary and
beneficial to do so based on a comprehensive study on the viability of such move.

Sec. 6. Enhancement of the Ladderized Education Program (LEP). ~ CHED
and TESDA, in consultation with the PRC, are directed to jointly devise systems,
procedures, and mechanisms as well as to issue, amend and update existing
implementing guidelines, as necessary, for the efficient and effective implementation
of LEP and to ensure that the objectives of the program are met. Incentives may be
given to HEIs and Technical-Vocational institutions to further encourage wider
participation in the LEP. .

For this purpose, a permanent, LEP National Coordinating Technical
‘Committee, composed of CHED and TESDA personnel, is hereby established.

The CHED and TESDA shall ensure that there are designated personnel at
the regional and provincial levels responsible for the implementation, monitoring and
evaluation of LEP nationwide


SEC. 7. Support from Other Government Agencies. - The PRC, DOLE,
Department of Education, DOST, DTI, the Department of Budget and Management
and the NEDA are hereby mandated to extend the necessary support and provide
relevant inputs towards the effective implementation of the ladderized system of
education.

SEC. 8. Scholarships, Grants and Loans. - To ensure the effective
implementation and greater nationwide impact of the program and its accessibility to
the students and workers, CHED and TESDA shail endeavor to include in their
respective budgets the provision of scholarships, grants and loans to deserving
students and workers availing themselves of the ladderized system of education, in
addition to the present scholarship programs being implemented by CHED and
TESDA.

SEC. 9, Enabling Clause for HEIs. — To encourage application of ladderized
education and to ensure greater nationwide impact of the program and its
accessibility to students and workers, HEIs that have been granted government
recognition to its curriculum by CHED may opt to ladderize said recognized
programs without need for permit either from CHED or TESDA: Provided, That, the
proposed ladderized program is within the purview of the curricular matter and that
the minimum curricular requirements under the relevant guidelines of CHED and
TESDA are complied with.

For this purpose, however, the HE! shall be required to submit to the LEP
National Technical Committee the copy of the curriculum for the proposed ladderized
program for monitoring and for potential objective inputs from the technical experts in
the said LEP National Technical Committee.

SEC. 10. Academic Freedom. ~ Nothing in this bill shall be construed to
restrict the HE! in the exercise of its academic freedom. The HEI shall retain the right
to assess the level and standard of previously completed TVET programs by an
applicant-student in a manner that is transparent and objective, incorporating therein
its own admission requirements. The applicant-student must gain admission to the


HEIs undergraduate program by meeting all the usual criteria and program
requisites and such other requirements by the HEL

SEC. 11. Appropriations. — The amount necessary for the initial
implementation of this Act shall be sourced from the current budgets and
development funds of CHED and TESDA. Thereafter, the funds necessary for the
continuous implementation of this Act in the ensuing years shall be included in the
annual respective appropriations of CHED and TESDA in the General Appropriations
Act.

SEC. 12. Implementing Rules and Regulations. ~ The CHED and TESDA, in
consultation with relevant stakeholders in higher and tech-voc education, shall issue
within sixty (60) days after the effectivity of this Act, the rules and regulations for the
effective implementation of this Act.

SEC. 13. Separability Clause. ~ If any provision of this Act or any part
thereof be declared unconstitutional or invalid, the other provisions, as far as they
are separable from the invalid ones, shall remain ir, force and effect.

SEC. 14. Repealing Clause. - All laws, decrees, orders, rules and
regulations or parts thereof which are inconsistent with the provisions of this Act are
hereby repealed, amended or modified accordingly.

SEC. 15. Effectivty. — This Act shall take effect fifteen (15) days after its
publication in the Official Gazette or in at least two (2) newspapers of general

circulation.

Approved,


Republic of the Philippines
HOUSE OF REPRESENTATIVES
‘Quezon City, Metro Manila

FIFTEENTH CONGRESS
First Regular Session

House Bill No.__ 1503

INTRODUCED BY HON. MARCELINO “MARCY” R. TEODORO

EXPLANATORY NOTE

This is a measure thet proposes to mandate the Commission on Higher
Education (CHED) and the Technical Skills and Development Authority (TESDA) to
formulate a unified qualifications framework that establishes equivaiency pathways and
access ramps in laciderized education. Likewise, it establishes a permanent National
Coordinating Technical Committee composed of CHED and TESDA personnel to
monitor and ensure the effective implementation of the ladderized education program
(LEP)

Further, the bill directs other government agencies, such as the Professional
Regulation Commission (PRC), Department of Labor and Employment (DOLE),
Department of Education (DepED), Department of Science and Technology (DOST),
Department of Trade and Industry (DTI), Department of Budget and Management
(DBM) and the National Economic and Development Authority (NEDA) to extend the
Necessary support and provide relevant inputs towards the effective implementation of
LEP. More importantly, the proposal provides scholarship grants and loans to deserving
students and workers in addition to the present scholarship programs being
Implemented by CHED and TESDA.

Ultimately, itis the objective of the measure to open the pathways of opportunity
for-career and educational progression of students and workers, achieve a seamless
‘and borderless education, and empower students and workers to exercise options or to
hgose when to enter and exit from the educational ladder.

Truly,when the bill is finally enacted into law it would create job platforms at every
exit and the opportunity to eam income, as well as, solve the problem of structural
employment or skills and job mismatch.

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

MARCELINO “MARCY” R. TEODORO
Representative, 1* District
City of Marikina



Republic of the Philippines
HOUSE OF REPRESENTATIVES
Quezon City, Metro Manila

FIFTEENTH CONGRESS,
First Regular Session
1503

House Bill No.

INTRODUCED BY HON. MARCELINO “MARCY” R. TEODORO

AN ACT
STRENGTHENING THE LADDERIZED INTERFACE BETWEEN
TECHNICAL-VOCATIONAL EDUCATION AND TRAINING (TVET) AND
HIGHER EDUCATION

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 “Ladderized Education
Act of 2010”.

SEC. 2. Deciaration of Policy. — In line with the constitutional guarantee of the
State to promote the right of all citizens to quality and accessible education at all
levels and to establish, maintain and support a complete, adequate and integrated
system of education relevant to the needs of the people and contributory to
national development, itis hereby declared the policy of the State to institutionalize
the ladderized interface between technical-vocational education and: training
(TVET) and higher education to open the pathways of opportunities for career and
educational progression of students and workers, create seamless and
borderless education, empower students and workers to exercise options or to
‘choose when to enter and exit in the educational ladder and provide job platforms
at every exit as well as the opportunity to eam income.

The State likewise recognizes and supports the promotion and protection of the
inherent academic freedom enjoyed by all institutions of higher learning.

For this purpose, the government shall have due regard to the academic
standards, equity principles, promptness and consistency of the
applications/admissions and equivalency policies of higher education

institutions (HEIs).

SEC. 3. Definition of Terms. For purposes of this Act, the following terms are
hereby defined:

(a) Articulation refers to @ process which allows students to make the smooth
transition from one course, program or educational level to the next without
experiencing duplication of learning. The guiding principle of articulation is that no
student should repeat the same course content for which credit has already been
received, even if elsewhere or from another institution. In general, an articulated
program eliows a student to move from technical-vocational (tech-voc) course to a
college degree program, using the principle of credit transfer.

(b) Credit refers to the value given to a course.


(©) Credit transfer refers to the recognition and carrying forward of credits that
constitute overlapping learning, from TVET to a degree program.

(d) Embedded Tech-Voc Qualification in a Ladderized Degree Program refers to
the process of determining the TVET competencies/qualifications that lead to job
platforms in the relevant higher education or bachelor's degree program. A student
of a ladderized degree program can eam full TVET qualification should he/she
choose to exit from the program and get a job.

(e) Qualification refers to a formal cerification 1 that a person has successfully
achieved specific teaming outcomes relevant to the identified academic, industry
or community requirements. 7

(f) Equivalency refers to a process that involves assigning equivalent academic
credits to the competencies demonstrated by a student through assessment tests,
thereby providing entry points to the next higher level qualification, the purpose of
which is to provide opportunities to the student to continue to learn and/or to
reenter the educational program at a higher level without having to unnecessarily
retake courses in which a student already has demonstrated competence and
knowledge.

(a) Recognition of prior learning refers to the acknowledgment of a person's skills
and knowledge through previous training, work or life experience, which may be
used to grant status or credit for acquired competencies.

(h) Job platform refers to the gateway in the ladderized curriculum whicl. one
Teaches upon acquiring enough skills and knowledge to seek and find
employment.

(I) Ledderizod education refers to the harmonization of all education and training
mechanisms that allow students and workers to progress between tech-voc and
college courses and programs, or vice-versa. It opens opportunities for career and
educational advancement to ‘students and workers, creates a seamless and
borderless education and training system that will allow transfers in terms of
flexibility entry and exit between tech-voc and college degree program in the
post-secondary school educational system.

SEC. 4. Jalional Qualifications Framework. - The Commission on Higher
Education (CHED) and the Technical Education and Skills Development Authority
(TESDA) are hereby mandated to closely coordinate And effectively implement a
Unified national qualifications framework that

establishes equivalency pathways and access ramps in ladderized education,
allowing for easier transitions and progressions betwoen TVET and higher
education. The framework shall include qualifications and articutation mechanisms
such as, but not necessarily limited to, the following: credit transfer; embedded
‘TVET qualification in ladderized degree programs; post-TVET bridging programs;
enhanced equivalency; adoption of ladderized curricula/programs; and
accreditation andior recognition of prior learning,

For this purpose, the CHED and the TESDA shail design harmonized guidelines
and equivalency competency courses to enhance the delivery of high quality
tech-voc and higher education courses, synchronize standards and upgrade
curriculum design per discipline and adopt a strategic Implementation scheme,
including @ massive consultation and information dissemination scheme.

In so doing, the CHED and the TESDA shall continue exploring and developing
other mechanisms and systems that will allow the interface between TVET and


higher education with the end in view of creating a seamiess and borderless
education system.

SEC. 5. Priority Disciplines. ~ As a preliminary approach to the implementation of
the ladderized program and to ensure a more focused implementation of the said
program, the CHED and the TESDA, in consultation with the industry, the
Department of Labor and Employment (DOLE), the Department of Trade and
Industry (DT!), the National Economic and Development Authority (NEDA), the
Department of Science and Technology (DOST), the Professional Regulation
Commission (PRC) and olher related agencies, are directed to identify priority
disciplines and programs for ladderization, taking into account labor market
realities.

Therefrom, the CHED and the TESDA shall implement the ladderization of other
disciplines, other than those presently being implemented, should it be found
necessary and beneficial to do so based on a comprehensive study on the viability
‘of such move.

SEC. 6, Enhancement of the Ladderized Education Program (LEP). ~ The CHED
and the TESDA, in consultation with the PRC, are directed to jointly devise
systems, procedures and mechanisms as well as to issue, amend and update
existing implementing guidelines, as necessary, for the efficient and effective
implementation of the LEP and to ensure that the objectives of the program are
met. Incentives may be given to HEIs and technical-vocational institutions to
further encourage wider participation in the LEP.

For this purpose, a permanent LEP National Coordinating Technical Committee,
composed of CHED and TESDA personnel, is hereby established.

‘The CHED and the TESDA shall ensure that there are designated personnel at the
regional and provincial levels responsible for the implementation, monitoring and
evaluation of the LEP nationwide.

SEC. 7. Support from Other Government Agencies. - The PRC, the DOLE, the
Department of Education (DepED), the DOST, the DTI, the Department of Budget
and Management (DBM) and the NEDA are hereby mandated to extend the
necessary support and provide relevant inputs towards the effective
implementation of the ladderized system of education.

SEC. 8. Scholarships, Grants and Loans. -To ensure the effective implementation
and greater nationwide impact of the program and its accessibility to the students
‘and workers, the CHED and the TESDA shall endeavor to include in their
respective budgets the provision of scholarships, grants and loans to deserving
students and workers availing themselves of the ladderized system of education,
in addition to the present scholarship programs being implemented by the CHED
and the TESDA.

SEC. 9. Enabling Clause for HEls. ~ To encourage application of ladderized
education and to ensure greater nationwide impact of the program and its
accessibility to students and workers, the HEIs that have been granted
government recognition to its:curriculum by the CHED may opt to ladderize said
Fecognized programs without need for permit either from the CHED or the TESDA:
Provided, That the proposed ladderized program is within the purview of the
Curricular matter and that the minimum curricular requirements under the relevant
guidelines of the CHED and the TESDA are complied with.

For this purpose, however, the HEI shall be required to submit to the LEP National


Technical Committee the copy of the curriculum for the proposed ladderized
program for monitoring and for potential objective inputs from the technical experts
in the said LEP Netional Technical Commitee.

SEC. 10. Academie Freedom. — Nothing in this Act shall be cpnstrued to restrict
the HEI in the exercise of its academic freedom. The HEI shall retain the right to
‘assess the level and standard of previously completed TVET programs by an
applicant-student in a manner that is transparent and objective, incorporating
therein its own. admission requirements. The applicant-student must gain
admission to the HEI's undergraduate program by meeting all the usuai criteria
and program requisites and such other requirements by the HEI.

SEC. 11. Appropriations. ~ The amount necessary for the initial implementation of
this Act shall be sourced from the current budgets and development funds of the
CHED and the TESDA. Thereafter, the funds necessary for the continuous
implementation of this Act in the ensuing yeers shall be included in the annual
respective appropriations of the CHED and the TESDA in the General
Appropriations Act.

SEC. 12. Implementing Rules and Regulations. - 1 The CHED and the TESDA, in
consultation with relevant stakeholders in higher and tech-voc education, shall
issue within sixty (60) days after the effectivity of this Act, the rules and regulations
for the effective implementation of this Act.

SEC. 13. Separability Clause. — If any provision of this Act or any part hereof be
declared unconstitutional or invalid, the other provisions, as far as these ere
separable from the invalid ones, shail remain in force and effect.

SEC. 14. Repealing Clause. ~ All laws, decrees, orders, rules and regulations or
parts thereof which are inconsistent with the provisions of this Act are hereby
repealed, amended or modified accordingly.

SEC. 15. Effoctivity. — This Act shall take effect fifteen (15) days after its
publication in the Official Gazetto or in at least two (2) newspapers of general
circulation.

Approved,


Republic of the Philippines
HOUSE OF REPRESENTATIVES
Quezon City, Metro Manila

FIFTEENTH CONGRESS
First Regular Session

HOUSE BILL NO. 3194

Introduced by Rep. BERNADETTE HERRERA-DY

EXPLANATORY NOTE

‘The 1987 Philippine Constitution states that it is the policy of the state
“to protect and promote the right of all citizens to quality education at all levels,
and that the government shall take appropriate steps to make such education
accessible to all. Time and again, it has also been emphasized that the
government take aggressive steps to establish, maintain, and support a
complete, adequate and integrated system of education relevant to the needs
‘of the people and the society.

At the advent of globalization, the importance of education at all levels
cannot be overemphasized. The United Nations Development Program
(UNDP) Human development Report for 2009 ranks the Philippines as 105
with 8.4 percent of adults with high educational attainment levels (aged 25
and above), the 105% among the ranks with 26.4 percentage of adults with
medium educational attainment levels for adults aged 25 and above and 105
with 62.6 percent of adults with low educational attainment levels on the
same age category. This goes on to show that more and more Filipinos cannot
afford higher levels of education and a bigger percentage of adults only
receive a lower educational attainment year after year. One of the factors of
this continuous decline is the continuing high-cost of education in the
country. Filipino families would rather send their children to vocational and
technical schools in order to attain technical skills and training for
employment abroad, rither than earning a college degree which is very
expensive and requires very iong years of schooling.

To answer this problem, the government had to create policies that will
open the pathways o! cp jrorn nities for career and educational progression of
students and workers, achiev: a seamless and borderless education and
empower studenis and workers io exercise options or to choose when to enter
and exit from the educational lad:ler.



Republic of the Philippines
HOUSE OF REPRESENTATIVES
Quezon City, Metro Manila

FIFTEENTH CONGRESS
First Regular Session

HOUSE BILLNO._3194

Introduced by Rep. BERNADETTE HERRERA-DY

AN ACT STRENGTHENING THE LADDERIZED INTERFACE BETWEEN
‘TECHNICAL-VOCATIONAL EDUCATION AND TRAINING AND
HIGHER EDUCATION

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 “Ladderized
Education Act of 2010.”

SECTION 2. Declaration of Policy. ~ In line with the Constitutional
guarantee of the State to promote the right of all citizens to quality and
accessible education at all levels and to establish, maintain and support a
complete, adequate and integrated system of education relevant to the needs
of the people and contributory to national development, it is hereby declared
the policy of the State to institutionalize the ladderized interface between
Technical-Vocational Education and Training (TVET) and higher education to
open pathways of opportunities for career and educational progression of
students and workers, create a seamless and borderless education, empower
students and workers to exercise options or choose when to enter and exit in
the educational ladder, and provide job platforms at every exit as well as the
opportunity to earn income.

‘The State likewise recognizes and supports the promotion and
protection of the inherent academic freedom enjoyed by all institutions of
higher learning. For this purpose, the government shall have due regard to


the academic standards, equity principles, promptness and consistency of the

applications/admissions and equivalency policies of Higher Education
Institutions (HEIs).

SECTION 3. Definition of Terms. - For purposes of this Act, the
following terms are hereby defined:

(@)

()
©

(a)

©

Articulation refers to a process which allows students to make
the smooth transition from one course, program or educational
level to the next without experiencing duplication of learning.
The guiding principle of articulation is that no student should
repeat the same course content for which credit has already been
received, even if elsewhere or from another institution. In
general, an articulated program allows a student to move from a
Technical-Vocational (Tech-Voc) course to a College Degree
Program, using the Principle of Credit Transfer.

Credit refers to the value given to a course.

Credit Transfer refers to the recognition and carrying forward of
credits that constitute overlapping learning, from TVET to a
degree program.

Embedded Tech-Voc Qualification in a Ladderized Degree Program
refers to the process of determining the TVET
competencies/ qualifications that lead to job platforms in the
relevant higher education or bachelor’s degree program. A
student of a ladderized degree program can earn full TVET
qualification should he/she choose to exit from the program
and get a job.

Equivalency refers to a process that involves assigning equivalent
acaclemic credits to the competencies demonstrated by a student
through assessment tests, thereby providing entry points to the
next higher level qualification, the purpose of which is to
provide opportunities to the students to continue to learn
and/or re-enter the educational program at a higher level


without having to unnecessarily retake courses in which a
student already has demonstrated competence and knowledge.

(© Job Platform refers to the gateway in the ladderized curriculum
which one reaches upon acquiring enough skills and knowledge
to seek and find employment.

(g)  Ladderized Education Program (LEP) refers to the harmonization
of all education and training mechanisms that allow students
and workers to progress between Tech-Voc and College courses
and programs, or vice-versa. It opens opportunities for career
and educational advancement to students and workers, creates a
seamless and borderless education and training system that will
allow transfers in terms of flexibility entry and exit between
Tech-Voc and College Degree Programs in the post-secondary
school educational system.

(h) Post TVET Bridging Program refers to a higher education or
bachelor’s degree program specifically designed to assists
students who have finished Tech-Voc course/s to attend a
College Degree Program and achieve a College Degree in the
same field of study and in less time than an entry-level college
student would require.

() Qualification refers to a formal certification that a person has
‘ully achieved specific learning outcomes relevant to the
ide..“ilied academic, industry or community requirements.

(@) Recognition of Prior Learning refers to the acknowledgment of a

suc

person’s skills and knowledge through previous training, work
or life experience, which may be used to grant status or credit
acquired competencies.

SECTION 4. National Quai:;

‘ations Framework. - The Commission on
Higher Education (CHED) and the Technical Education and Skills
Development Authority (TESDA) are {uercby mandated to closely coordinate
and effectively implement a unified national qualifications framework that

aS


establishes equivalency pathways and access ramps in ladderized education,
allowing for easier transitions and progressions between TVET and higher
education. The framework shall include Qualifications and Articulation
mechanisms, such as, but not necessarily limited to the following: Credit
‘Transfer, embedded TVET qualification in ladderized degree programs; Post-
TVET Bridging Programs; enhanced equivalency; adoption of ladderized
curricula/programs; modularized program approach; competency-based
programs; network of dual-sector colleges or universities; and accreditation
and/or recognition of prior learning.

For this purpose, CHED and TESDA shall design harmonized
guidelines and equivalency competency courses to enhance the delivery of
high-quality Tech-Voc and higher education courses, synchronize standards
and upgrade curriculum design per discipline and adopt a strategic
implementation scheme, including a massive consultation and information
dissemination scheme. In so doing, CHED and TESDA shall continue
exploring and developing other mechanisms and systems that will allow the
interface between TVET and higher education with the end in view of
creating a seamless and borderless education system.

SECTION 5. Priority Disciplines. - As a preliminary approach to the
implementation of the ladderized program and to ensure a more focused
implementation of the said program, CHED and TESDA, in consultation with
the industry, the Department of Labor and Employment (DOLE), the
Department of Trade and Industry (DTI), the National Economic and
Development Authority (NEDA), the Department of Science and Technology
(DOST), the Professional Regulations Commission (PRC) and other related
agencies, are directed to identify priority disciplines and programs for
ladderization, taking into account labor market realities. Therefrom, CHED
and TESDA shall implement the ladderization of other disciplines, other than
those presently being implemented, should it be found necessary and

beneficial to do so based on a comprehensive study on the viability of such
move.


‘As additional funding source, TESDA and CHED may tap
international funding agencies for donations and grants.

SECTION 12. Implementing Rules and Regulations. - The CHED and
TESDA, in consultation with relevant stakeholders in higher and tech-voc
education shall issue within sixty (60) days after the effectivity of this Act, the
rules and regulations for the effective implementation of this Act.

SECTION 13. Separability Clause. - If any provision of this Act or any
part thereof be declared unconstitutional or invalid, the other provisions, as
far as they are separable from the invalid ones, shall remain in force and
effect.

SECTION 14. Repealing Clause. ~ All laws, decrees, orders, rules and
regulations or parts thereof which are inconsistent with the provisions of this
Act are hereby repealed, amended or modified accordingly.

SECTION 15. Effectivity. - This Act shall take effect fifteen (15) days
after its publication in the Official Gazette or in at least two (2) newspapers of
general circulation.

Approved,


hum 2

Republic of the Philippines
House of Representatives
Quecon City, Meteo Manila
HON. JOSEPH EMILIO A. ABAYA

Congressman, Ist District, Cavite
Chairman, Committee on Appropriations

February 2, 2011

HON. JUAN EDGARDO M. ANGARA
Chairman

Committee on Higher and Technical Education

Dear Chairman Angara:

Please be informed that the Committee on Appropriations in its meeting held today, February
2, 2011 at Conference Rooms 9 and 10, Ramon V. Mitra Building, approved to report out «
Substitute Bill to House Bill Nos. 112, 836, 1503 and 3194, entitled “AN ACT TO
STRENGTHEN THE LADDERIZED INTERFACE BETWEEN TECHNICAL
VOCATIONAL EDUCATION AND TRAINING AND HIGHER EDUCATION”,
without amendment.

Very truly yours,

ag iO sen

ce: Rep, Neptali M. Gonzales I
Rep. Mark. Villar
Rep. Marcelino “Marcy” R. Teodoro
Rep. Bernadette Herrera-Dy



aattee

Republic of the Philippines
HOUSE OF REPRESENTATIVES
Quezon City, Metro Manila

MINUTES OF THE MEETING OF THE COMMITTEE ON HIGHER AND TECHNICAL EDUCATION
HELD ON SEPTEMBER 15, 2010 (WEDNESDAY), 9:36 A.M., CONFERENCE ROOMS 1 & 2, R.V.
MITRA BLDG., HOUSE OF REPRESENTATIVES, QUEZON CITY

CALL TO ORDER

Rep. Juan Edgardo M. Angara, Chair of the Committee on Higher and Technical Education
(CHTE) and the Presiding Officer, called the meeting to order at 9:40 A.M.

H. ROLL CALL

Upon motion of Rep. Luis R. Villafuerte, duly seconded by Rep. Mark Aeron H. Sambar, the
Committee dispensed with the roll call.

lll, APPROVAL OF THE MINUTES OF THE PREVIOUS MEETING

Likewise, the Committee dispensed with the reading of the minutes of the August 25, 2010
meeting and approved the same.

IV, ACKNOWLEDGMENT OF GUESTS/RESOURCE PERSONS

Upon instructions of the Presiding Officer, the Committee Secretary acknowledged the
guests and resource persons from the Commission on Higher Education (CHED), Technical
Education and Skills Development Authority (TESDA), Coordinating Council of Private Educational
Associations (COCOPEA), Philippine Association of Colleges and Universities (PACU) and officials
from the Camarines Sur Polytechnic College

V. CONSIDERATION OF THE FOLLOWING LOCAL BILLS:

The Committee proceeded to discuss various local measures pertaining to state universities
and colleges (SUCs) and technical-vocational (tech-voc) schools.

Rep. Angara informed the Committee Members that the measures for deliberation have been
approved on third reading during the 14° Congress. He explained that as a rule, it would be smooth
sailing for the bills since they had gone through extensive deliberations in the past unless there are
vehement objections.

At this juncture, Rep. Villafuerte moved for the omnibus approval of bills on the establishment
or renaming of SUCs, conversion into SUCs and establishment of technical-vocational training
centers. Thereafter, the body approved the following: HB 738, which calls for the establishment of a
state college in the City of Talisay, Province of Cebu to be known as the Talisay City State College
(Rep. Eduardo R. Gullas); HB 200, which seeks to separate the Camarines Sur Polytechnic
College — Naga City Campus (formerly Bicol College of Arts and Trades) in the City of Naga,
Province of Camarines Sur from the Camarines Sur Polytechnic College in Nabua, Camarines Sur

and to convert it into a state college to be known as the Bicol State College of Applied Sciences and
Technology (Rep. Villafuerte); HB 1768, which proposes to convert the Catanduanes State
Colleges in the Province of Catanduanes into a state university to be known as the Catanduanes
State University (Rep. Cesar V. Sarmiento); HB 1814, which converts the Negros State College of
Agriculture (NSCA) in the City of Kabankalan, Province of Negros Occidental into a state university
to be known as the Central Philippine State University (CPSU) (Reps. Mercedes K. Alvarez, Ignacio
T. Arroyo Jr. & Alfredo Abelardo B. Benitez); HB 1922, which converts the Cordova Public College in

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the Municipality of Cordova, Province of Cebu into a state college to be known as the Cordova State
College of Science and Technology (Rep. Gabriel R. Quisumbing); HB 2113, which converts the
Quirino State College (QSC) in the Municipality of Diffun, Province of Quirino into a state university
to be known as the Quirino State University (QSU) and integrates therewith the Quirino Polytechnic
College (QPC) in the Municipality of Cabarroquis and Maddela Institute of Technology (MIT) in the
Municipality of Maddela, both municipalities located in the Province of Quirino (Rep. Dakila Carlo E.
Cua); and HB 2632, which seeks to convert the lloilo State College of Fisheries into a state
university to be known as the Iloilo State University of Fisheries, Science and Technology and
integrates thereto the Western Visayas College of Science and Technology's Barotac Nuevo and
Dumangas Campuses and the Passi Trade School (Rep. Ferjenel G. Biron).

The body also approved the renaming of the Southem Philippines Agribusiness and Marine
‘Aquatic School of Technology (SPAMAST), into Davao Del Sur State College (DSSC), as contained
in HB 799, filed by Rep. Marc Douglas C. Cagas IV.

‘As regards the approved tech-voc bills, these include HB 751, which provides for the
establishment of a Technical Education and Skills Development Center in the City of San Jose Del
Monte, Bulacan), and HB 1398, which provides for the establishment of the Technical Education and
Skills Development Authority (TESDA) Training and Accreditation Center in the City of Cagayan De
Oro Located at Barangay Camaman-an. The two bills were authored by Rep. Arturo B. Robes and
Rep. Rufus B. Rodriguez, respectively.

Upon motion of Rep. Villafuerte, duly seconded, the body further approved HB 1863
authored by Rep. Amulfo P. Fuentebella. The bill proposes to rationalize the Board of Regents of the
Partido State University, amending for the purpose Republic Act No. 9029 (Creating the Partido

State University)

VI. CONSIDERATION OF THE FOLLOWING MEASURES: 1) HB 112 - AN ACT
STRENGTHENING THE LADDERIZED INTERFACE BETWEEN TECHNICAL-VOCATIONAL
EDUCATION AND TRAINING (TVET) AND HIGHER EDUCATION (Rep. N. Gonzales); AND 2)
HB 836 — AN ACT STRENGTHENING THE LADDERIZED INTERFACE BETWEEN TECHNICAL-
VOCATIONAL EDUCATION AND TRAINING (TVET) AND HIGHER EDUCATION (Rep. Villar);
AND HB 1503 - AN ACT STRENGTHENING THE LADDERIZED INTERFACE BETWEEN
TECHNICAL-VOCATIONAL EDUCATION AND TRAINING (TVET) AND HIGHER EDUCATION

(Rep. Teodoro)

Prior to the sponsorship speech of Majority Leader Neptali M. Gonzales ||, the Committee
Chair informed the Committee Members that the ladderized education bill has been approved on
third reading by the previous Congress, but has remained pending with the Senate. Once again, he
reminded the body that by tradition, there should only be one hearing on the bill.

‘When called to sponsor his bill, Rep. Gonzales stated that every Filipino dreams of finishing
his or her studies for the reason that the avenues for advancement would be plenty for a person
armed with a solid education. However, he said, a large percentage of graduates from colleges and
universities who are filled with hopes of gainful employment and advancement usually find out that
there are a few jobs related to their course of choice.

Rep. Gonzales stressed that a stop-gap or long-term measure is needed to eliminate the
problem of structural unemployment or job-skill mismatch in the industry. This, he said, can be
solved by institutionalizing the ladderized education program that allows those who are studying in or
have graduated from technical-vocational (tech-voc) courses to earn a college degree to ensure
opportunities for employment.

The author of HB 112 further stated that the ladderized education program was. introduced
in the educational system through Executive Order 358, which was signed on September 14, 2004.
He explained that the bill seeks to provide avenues for the advancement of students and workers in
education and career by creating a seamless and borderless education system that allows mobility
in terms of flexible entry and exit in the educational system. He further said that the proposed law
provides tech-voc graduates to obtain a college degree by earning equivalent credits from his tech-

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voc course. Through this mechanism, he continued, the principle of access to education enshrined in
the Constitution is made available to all.

Expressing his support to the bill, Rep. Villafuerte stated that the bill should be approved
immediately because it addresses a very significant gap in the education system. This bill, he said,
will help solve the education-job mismatch that the country is experiencing.

Rep. Bernadette Herrera-Dy, who seconded the motion of Rep. Villafuerte, underscored the
need to fast-track the approval of the bill after noting that the ladderized education program was not
fully implemented by the previous CHED Chair despite the fact that there is already an executive
order. If it becomes a law, she said, no department or agency can stop its implementation.

On the part of the resource persons, CHED Director Felizardo Francisco posed no objection
to the provisions of the measure. He assured the body that the CHED will coordinate with TESDA in
the implementation of the program to straighten out some areas pertaining to qualifications of faculty
members, trainers, curriculum design, and training delivery, among others.

Likewise, TESDA Executive Director Irene Isaac supported the passage of the measure, She
explained that technical vocation and education training (TVET) by itself is a viable career option, but
added that ladderized education provides TVET trainees and workers with opportunities for career
and educational progression. She further said that the program will also facilitate the establishment
of a seamless and borderless education system that allows mobility in terms of flexible entry and exit
into the educational system.

With no further comments nor objection, the Chair declared the bill consolidating HBs 112,
836 and 1503 approved for reporting out, with Reps. Villafuerte, Herrera-Dy, Alvarez, Pryde Henry
Teves, Sambar, Linabelle Ruth R. Villarica and Maximo B. Rodriguez as co-authors.

VII. CONSIDERATION OF HB 1417 - AN ACTTO PENALIZE UNIVERSITIES OR
COLLEGES IN FORCING AND MANDATING STUDENTS UNDER COURSES THAT

REQUIRE BOARD THAT REQUIRE BOARD EXAMS TO ENROLL IN A REVIEW CENTER

UPON THE SCHOOL'S PERSONAL CHOICE AND DISCRETION (Rep. Teves); and HB 2844

AN ACT PROTECTING THE RIGHT OF STUDENTS OF COURSES REQUIRING

PROFESSIONAL LICENSING EXAMINATIONS TO ENROLL IN REVIEW CENTERS OF THEIR
CHOICE AND PROVIDING PENALTIES FOR VIOLATIONS THEREOF (Reps. Casifio, Palatino,
Tinio, Mariano, Hagan and De Jesus).

In his sponsorship speech, Rep. Teves stated that the issues mentioned in his bill have long
been thoroughly discussed since the 14" Congress. He lamented that the issues concerning higher
education institutions (HEls) have become worst with the complaints that some HEIs do not just
choose the review centers where students will enroll, but also the airlines that will transport the
students and the dormitories where the students will be housed during the review. He added that
there were reports that some professors have formed their own review centers and compelled their
students to enroll there.

The author of HB 1417 further argued that if the student's foundation is weak, he will not
pass the board examination even if he attends review classes. Therefore, Rep. Teves said, the
solution is for the school to be strict in its admission and retention policies so that those who have no
chance of passing the course will really be rejected by the system. He added that forcing students to
enroll in review centers is tantamount to requiring their parents to spend more money without
guarantee of passing the board examination due to weak foundation.

Expressing alarm over the said practice of making arrangements with review centers, Rep.
Teves said that it has become a racket made by unscrupulous people operating schools, including
professors.

Atty. Joseph Noel Estrada, who represented the Philippine Association Colleges and
Universities (PACU), lamented that there is no law regulating the establishment and operation of
review centers. Explaining the predicament of schools, he said that the schools have shown their
concer over the welfare of students by exercising their mandate and screening, selecting and
evaluating the legitimacy of review centers in good faith.

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The Committee Chair informed the resource person from PACU that there are also bills
‘empowering the CHED to regulate the establishment and operation of review centers.

For her part, Atty. Carmelita Yadao-Sison of the CHED mentioned that the Commission
already initiated the regulation of review centers by issuing a memorandum order on the matter and
the review centers have started to comply with the requirements. In 2006, she continued, the CHED
had issued a directive to schools that they should not compel their students to enroll in review
centers preferred by them, but by students. She related that the CHED had intervened in many
cases where students had complained of being forced to enroll in review centers of the school's
choice or their transcripts and other school records were withheld for failure to enroll in review
centers chosen by the schools. However, she said, the Supreme Court ruling that the CHED has no
jurisdiction over review centers prevented the Commission from pursuing its initiatives.

Moreover, Atty. Yadao-Sison noted that under the bill, the schools can exercise their
autonomy if the review classes are part of the curriculum. Hence, she said, the students are made
aware right from the start that they have to attend review classes.

Rep. Teves remarked that there is no problem if the review classes will form part of the
curriculum because the parents will be aware before enrollment that they will have to shell out
money for review classes, which are usually paid on a per unit basis.

This prompted the Committee Chair to state that if the review classes are made part of the
curriculum, then the CHED can lay down the guidelines since it has jurisdiction over schools.
Thereafter, the Committee decided to approve the bills in principle following the motion made by
Rep. Alvarez, duly seconded by Rep. Daryl Grace J. Abayon.

Meanwhile, Rep. Casifio informed the Committee Members that HB 2844 was the bill that
was approved on third reading during the 14” Congress. He recommended that the new provisions
introduced in the bill of Rep. Teves be added to his bill. He also expressed hope that the
consolidated bill will be the first to be reported out by the Committee.

At this juncture, the Presiding Officer assured Rep. Casio that the measure will be reported
out immediately.

Nw CONSIDERATION OF HB 1504 - AN ACT GRANTING DISCOUNTS TO
UNDERPRIVILEGED COLLEGE STUDENTS ON BASIC AND EDUCATION SERVICES.
(Rep. Teodoro)

Despite the absence of the author of HB 1504, the Committee decided to hear the
comments of the various stakeholders.

Ms. Celia O. Carlos, chairperson for national affairs of the Drugstore Association of the
Philippines (DSAP), lauded the intent of the bill. However, she informed the body that drugstores are
experiencing difficulties with the passage of Expanded Senior Citizens Act because there is a 20
percent discount for senior citizens, the value-added tax cannot be passed on to them because the
total discount reaches 28.57 percent. She said the drugstores are losing money because of their
‘small mark-up. Aside from senior citizens and persons with disability, Ms. Carlos informed the body
that public school teachers and underprivileged college students are also wishing to get discounts.
She expressed her sentiment that drugstores are being legislated out of business.

Nevertheless, Ms. Carlos emphasized that there is no problem with giving discounts for as
long as the discounts will go back to drugstore owners through tax credits. She explained that in a
tax deduction, for every one peso discount that drugstore owners will give, only 30 centavos will be
given back to them by the government while the 70 centavos will come from their own pockets. She
appealed to the lawmakers to allow the grant of tax credits instead of tax deduction unless the
discounts will apply only to generic drugs which are a lot cheaper than the branded medicines. By
doing this, she said, the government can promote the use of generic alternatives and at the same
time, help the local pharmaceutical industry.

At this point, the Committee Chair reiterated that the tax aspect is beyond the jurisdiction of
the CHTE. He informed the resource person that the measure will be referred to the Committee on
Ways and Means for approval of the tax provision of the bil.

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SEEEPEPEESES ceases ttt ett

Mr. Napoleon Imperial, who represented the National Economic and Development Authority
(NEDA), informed the Committee that the agency will submit a formal position paper to the body. In
the meantime, he expressed his objection to the definition of ‘underprivileged’ in the bill. He
remarked that said definition is considered extravagant or too high at the level of P100,000.00 family
income ceiling. He pointed out that based on the 2006 Family Income Expenditure Survey (FIES),
the said income level already belongs to families in the sixth income level . This means, he
continued, that the bill will have as beneficiaries more than half of all the families with college
students in the Philippines. Still using the 2006 FIES data, Mr. Imperial pointed out that the NEDA
estimates a subsidy incidence of approximately P120 million per year from the proposed five percent
discount on food establishments, medicines, textbooks, school supplies and tuition fees. He
projected that P80 million of this subsidy would come from the tuition fee discounts. For this reason,
he urged the body to check the FIES data and to adjust the definition of certain technical terms
based on inflationary level and statistical considerations,

However, when asked by Rep. Casifio to cite the gross annual income that could be
considered by NEDA as a determining factor for a student to qualify as underprivileged, Mr. Imperial
could not give a definite answer. He requested the Committee to give him time to consult the
National Statistical Coordinating Board to determine the annual income based on the 2006 FIES.

In relation to this, Rep. Casifio stressed that it was deliberate on the part of the author not to
mention poor students because the poor have a very technical definition according to incomes, He
stated that majority of poor families cannot even send their children to college. He pointed out that
being underprivileged is definitely above the poverty rate because majority of families who live below
the poverty level cannot afford to send their children to school.

When asked by the Presiding Chair to comment on the bill, Atty. Julito Vitriolo of the CHED
lauded the objectives of the bill. However, he underscored the need to determine the cut-off rate of
the threshold income level to ensure that the students will not only get discounts, but their chances
of finishing their studies will be high.

Likewise, he informed the body that the CHED scholarship programs use the P300,000.000
income level as the cut-off rate for the reason that the success rates of students will be affected if
the income threshold is lowered. He maintained that while students may be able to get scholarships
and discounts, it is also possible that they cannot continue their studies because of certain
difficulties. Hence, he underscored the importance of sustainability and provision of support
mechanisms, He added that the implementation mechanism of the bill should be studied further to
determine how many of the 2.6 million students in higher education will get the discounts.

The Committee Chair noted that the bill is very important and timely. However, he stated that
while the bill provides benefits to underprivileged students, it also has limitations such as when the
‘student fails in the majority of subjects or stops schooling for one year.

Atty. Vitriolo said the schools can submit the list of qualified students since they have the
records of students who are qualified. An ID system or some kind of database can also be utilized,
he added.

Agreeing with the Committee Chair, Rep. Tinga suggested that the measure cover not only
underprivileged college students, but all students as well

On the part of the COCOPEA, Executive Director Patricio Dionio promised to submit a
position paper to the Committee.

Upon motion of Rep.Casifio, duly seconded by Rep. Ma. Georgina De Venecia, the
Committee decided to create a technical working group (TWG) to hear the positions of the other
stakeholders and to thresh out the issues raised concerning the bill

V. OTHER MATTERS

‘The Committee Chair announced the designation of the Chairs of the following subcommittees:
Rep. Casifio, Subcommittee on Technical Vocational Education and Skills Development; Rep.
Villarica, Sucommittee on Private higher Education; Rep. Eulogio “Amang’ R. Magsaysay,
Subcommittee on Teachers and Non-Teaching Personnel's Welfare; Rep. Emil L. Ong,

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TEEESEEDP HSS

Subcommittee on Student's welfare; Rep. Aurora E. Cerilles, Subcommittee on Distance Learning
and Alternative Methods of Education; Rep. Loreto Leo S. Campos, Subcommittee on LGU-
Operated Tertiary/Post-Secondary Educational Institutions; Rep. Franklin P. Bautista, Subcommittee
on Scholarships; and Rep. Teodoro, Subcommittee on Oversight.

The Chair further stated that he is the Chair of the Subcommittee on State Universities and

Colleges

VI. ADJOURNMENT

There being no other matters to be discussed, the meeting was adjourned at 11:13 A.M.

i —e
FRANCE@ MELANIE U: MAURICIO

‘Supervising Legislative Staff Officer I!

Certified Correct:

Yount Cat by
ZENAIDA B. CENIDO
Committee Secretary, CHTE

Noted bys
if

* LEA
REP. JUAN EDGARDO M. ANGARA.
CHTE Chair! Presiding Officer

SSSSES ERE TTS