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Republic of the Philippines
HOUSE OF REPRESENTATIVES
Quezon City

TWENTIETH CONGRESS
First Regular Session

HOUSE BILL NO. 477

Introduced by Representative Roman T. Romulo

EXPLANATORY NOTE

This bill aims to establish diverse educational pathways that address the
distinct strengths and aspirations of our learners.

Article XIV, Section 1 of the 1987 Constitution mandates the State to protect
and promote the right of all citizens to quality education at all levels and take
appropriate steps to make such education accessible to all. It further charges the State
to establish, maintain, and support a complete, adequate, and integrated system of
education relevant to the needs of the people and society.

One of the objectives of the Enhanced Basic Education Act of 2013, more
popularly known as the K-12 Law, is to broaden the goals of high school education. It
shall no longer focus solely on college preparation but provide vocational and technical
career opportunities, as well as creative arts, sports, and entrepreneurial employment.

However, in the National SHS Tracer Study conducted by the Bureau of
Curriculum Development, among all the graduates of Senior High School in the school
year 2017-2018, only 10.22% sought employment while 82.67% pursued higher
education. Further, in a 2018 study conducted by the Philippine Institute for
Development Studies (PIDS), most of the students were not entirely confident that
they would easily get a job after SHS." Industries and companies also stated that they
will hire SHS on the condition that the internship hours will be longer.? The same study
also cited a survey by Philippine Business for Education (PBEd), which found that only
one in five companies were initially ready to hire SHS graduates, while three out of
five were willing to hire them in entry-level positions.’ By 2024, this willingness
increased to four out of five companies. However, this does not necessarily result in

* Aniceto C. Orbeta Jr., et al., Senior High School and the Labor Market: Perspectives of Grade 12 Student and
Human Resource Officers (Quezon City: Philippine institute for Development Studies, 2018), page 20.

Ibid, p. 27

> Ibid, p. 9

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better employment opportunities, as SHS graduates still face stiff competition from
college graduates for the same entry-level positions.*

To ensure that students gain the most from their education and reach their full
potential, it is necessary to prepare those who wish to pursue higher education through
a strong academic foundation in Grades 11 and 12, while also equipping those who
intend to enter the workforce with practical skills through well-implemented technical
vocational programs.

Hence, this measure proposes a structural reform in the Philippine basic
education system by clearly delineating the purpose and direction of senior high school
(Grades 11 and 12). Under this proposal, Grades 11 and 12 shall serve exclusively as
the University Preparatory Pathway, designed to prepare students for higher
education. Students in this track will be equipped with the foundational knowledge,
academic skills, and discipline-specific preparation necessary to succeed in university-
level programs.

For students who intend to pursue immediate employment or skilled
professions, the proposal offers a distinct Technical-Vocational Pathway beginning
after Grade 10. Rather than proceeding to Grades 11 and 12, these students will enroll
in structured technical-vocational diploma programs or higher national certificate level,
which may be administered by TESDA-accredited institutions, local colleges, or
industry partners. These programs are aligned with the Philippine Qualifications
Framework (PQF), ensuring the employability and career mobility of graduates. These
graduates may pursue higher education, with their prior learning and skills formally
recognized and credited through the Ladderized Education Program under Republic
‘Act No. 10647 to support seamless academic progression.

To further promote academic excellence and merit-based progression, the
proposed measure introduces an advanced placement test called Honors Examination
at the end of Grade 10. This acceleration mechanism is designed to recognize high
achievers and optimize educational resources, while maintaining rigorous standards
for university admission.

By clearly aligning education pathways with either university preparation or
immediate employment, the proposed reforms under this measure support national
development goals, addresses educational mismatch, and respects the constitutional
mandate to provide quality and accessible education tailored to the evolving needs of
Filipino learners and society.

In view of the foregoing, the approval of the proposed measure is earnestly

REF

ROMAN T. ROMULO
Lone District, Pasig City

requested.

“ Philippine Business for Education (PBEd), Towards Greater Decentralization of Philippine Basic Education
Governance (2023) https://pbed.ph/resources/towards-greater-decentralization-of-philippine-basic-

education-governance/ accessed April 2025.

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Republic of the Philippines
HOUSE OF REPRESENTATIVES
Quezon City

TWENTIETH CONGRESS
First Regular Session

4717

HOUSE BILL NO.

Introduced by Representative Roman T. Romulo

AN ACT
PROVIDING EDUCATION PATHWAYS FOR BASIC EDUCATION
STUDENTS, AND APPROPRIATING FUNDS THEREFOR

Be it enacted by the Senate and House of Representatives of the Philippines in
Congress assembled:

SECTION 1. Short Title. — This Act shall be known as the “Education Pathways
Act’.

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

To this end, the State shall ensure opportunities for Filipinos, regardless of age,
background, ethnicity, disability, and association, to attain their maximum potential
and enhance their employability by establishing inclusive education pathways that
empower and equip the learners with the competencies that are necessary for college
or employment.

SEC. 3. Education Pathways for Completers of Junior High School. ~ Upon
completing junior high school, the students shall choose between two education


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pathways: the University Preparatory Program under the Department of Education
(DepEd) or the Technical-Vocational Program under the Technical Education Skills
Development Authority (TESDA).

SEC. 4. Career Guidance and Assessments of Students. - Career guidance
and counseling services, including aptitude and interest assessments to assist in
selecting appropriate paths, as provided in Republic Act No. 11206, or the “Secondary
School Career Guidance and Counseling Act’, shall be indispensable and crucial in
aiding the students to make informed decisions about their preferred educational
pathway.

The Department of Education (DepEd) shall administer various relevant
assessments, including literacy and numeracy assessments, and National
Achievement Tests, to all elementary and secondary students across all levels. These
assessments aim to evaluate their competencies and strengths. The results must be
communicated to the students and their parents or parent-substitutes to provide them
with ample time to consider their educational and career paths. These results shall
also serve as a guide to the DepEd and teachers in adjusting and refining their
teaching approaches to enhance effectiveness in student learning.

The DepEd, TESDA, Commission on Higher Education (CHED), Department
of Labor and Employment (DOLE), Department of Trade and Industry (DTI),
Department of Information and Communications Technology (DICT), Philippine
Chamber of Commerce and Industry, Employers Confederation of the Philippines,
Department of Economy, Planning and Development (DEPDev), and other concerned
agencies shall develop a system or a portal where students can access data and
information concerning higher and technical education, current career and industry
trends and demands, and other tools that will guide the students in their educational
and career choices.

SEC. 5. University Preparatory Pathway. - The DepEd shall develop and
implement a comprehensive curriculum for Grades 11 and 12 that prepares students.
for admission to colleges and universities.


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This curriculum shall encompass fundamental subjects to improve and
guarantee that students acquire functional literacy and practical skills, and elective
courses to allow students to explore their interests and meet college and university
admission requirements of their chosen undergraduate program leading to a

bachelor’s degree.

The DepEd shall include the University Preparatory Pathway in its education
roadmap and collaborate with the CHED, colleges, and universities to guarantee
alignment between the curriculum and college admission standards. Colleges and
universities must ensure that students can easily obtain information about their
program of study or curriculum guide to adequately prepare for their college and

university studies.

SEC. 6. Technical-Vocational Pathway. - TESDA and the industry boards,
partners, experts, and practitioners, including small and medium enterprises, shall
develop and offer a variety of technical-vocational programs based on an industry-
driven and industry-approved standards designed to equip students with practical
skills and competencies that are at par with industry requirements. These programs
must lead to a diploma or a higher national certificate level. The standards of these
programs must further ensure that students develop functional literacy skills to
guarantee their employability after completing their chosen program and passing the
necessary assessment for certification.

To effectively implement the programs, TESDA and its accredited technical-
vocational institutions must have a sufficient number of partner enterprises to ensure
that the standards and training for these programs are aligned with current industry
needs and requirements. This collaboration will involve reviewing and evaluating the
standards every three (3) years to ensure they remain relevant and responsive to
current industry trends, allowing TESDA to promptly develop training regulations for
emerging skill sets. TESDA shall likewise strengthen existing industry boards and
establish industry boards for sectors that currently lack them, within two years from
the effectivity of this Act.


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In the development and issuance of training regulations or competency
standards, TESDA and the industry boards shall focus on higher-skill level and
diploma programs.

TESDA shall give preference to enterprise-based training programs for National
Certification levels Ill and IV, Philippine Qualifications Framework level 5, and new
and emerging skills to enhance the skills and knowledge of technical-vocational
learners in accordance with the industry demands, and to encourage industry
stakeholders in providing enterprise-based training, apprenticeship opportunities, and
skills development.

The assessments and certifications of students under public technical-
vocational institutions and TESDA-funded programs shall be free of charge. TESDA
shall implement a system that provides subsidies to students in private education,
industry, or enterprise for their assessments and certifications by their economic
standing. No student who failed at least three (3) times may avail of the free or
subsidized assessment and certification.

SEC. 7. Honors Examination. — The Deped, in consultation with the CHED,
shall develop and administer an advanced placement exam, to be taken voluntarily by
Grade 10 students in the University Preparatory Pathway, in order to assess their
aptitude and readiness to advance to an undergraduate program.

This advanced placement exam shall give students a grade which shall
correspond to their level of proficiency and determine their eligibility to enroll in their
chosen undergraduate program in a college or university.

Students who successfully pass the advanced placement exam shall be
deemed to have completed the full high schoo! program without the need to undergo
Grades 11 and 12, and shall be allowed to enroll in their chosen undergraduate
program the following school year, subject to other requirements that colleges or

universities may impose.


SEC. 8. Availment of the Ladderized Education Program under Republic Act
‘No. 10647. - Upon completion of the full technical-vocational program, the student
may enroll in colleges or universities and avail of the ladderized education program for
educational advancement. The CHED and TESDA shall strengthen existing policies
and implementation of programs for the accreditation and recognition of prior learning
of students.

SEC. 9. Scholarship Programs. - To ensure that the two educational pathways.
are accessible to a broad range of students, the DepEd and TESDA shall maintain an
educational support program including scholarships for their respective students that
properly and sufficiently addresses the accessibility and availability of the pathways to
the marginalized communities and learners.

The DepEd and TESDA shall continue to make available to their respective
students the scholarship programs currently implemented in their agencies.

Scholarships in all pathways shall be made available to learners with
disabilities, indigenous learners, and those from marginalized communities.

Prioritization shall also be given to students enrolled in programs with higher
skill levels or urgently needed by the industries.

SEC. 10. Program Evaluation. - The DepEd and TESDA shall regularly assess
and evaluate the effectiveness and quality of their respective education pathways. The
findings of these assessments and evaluations shall be utilized to implement essential
enhancements and modifications to ensure that the curriculum remains relevant to

society.

SEC. 11. Support from Other Government Agencies. The CHED, DOLE, DTI,
DICT, Department of Agriculture, Department of Science and Technology, DEPDev,
Philippine Qualifications Framework National Coordinating Council, Department of
Budget and Management, and other related agencies are hereby mandated to extend
the necessary support and resources towards the effective implementation of this Act.


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SEC. 12. Transition Provisions. - The DepEd and TESDA shall develop and
refine their respective curriculum and standards to ensure that such are highly relevant
and aligned with the current and future needs of society and industry, including
emerging technologies, skills, and workforce demands.

An initial implementation phase for three (3) years shall be conducted in a
selected number of schools from different regions, socioeconomic conditions, and
both urban and rural settings to be determined by the agencies. To ensure the
effectiveness of the newly developed curriculum and standards, the DepEd and
TESDA shall conduct comprehensive assessments during this pilot phase. The
assessments shall be accessible to the public and may undergo independent or third-
party review. The DepEd and TESDA shall refine and enhance the curriculum and
standards after considering the feedback from various sectors, and roll out the final
curriculum and standards immediately thereafter.

Upon attaining the qualification standards, the teachers and instructors under
the current Technical-Vocational Track of the Senior High School of the DepEd shall
be given preference in hiring of instructors and teachers by the TESDA for the
implementation of this Act.

SEC. 13. Appropriations. - The amount necessary for the implementation of
this Act shall be included in the respective budget of DepEd and TESDA in the annual
General Appropriations Act.

SEC. 14. Joint Congressional Oversight Committee. - There is hereby created
a Joint Congressional Oversight Committee (JCOC) to monitor and oversee the
implementation of the provisions of this Act. The JCOC shall be composed of five (5)
members each from the Senate and from the House of Representatives, respectively,
including a member of the minority from each chamber, to be chaired jointly by the
chairpersons of the Committees on Basic Education of both the Senate and the House
of Representatives. The four (4) other members from each chamber shall be
designated, respectively, by the President of the Senate and the Speaker of the House
of Representatives.


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SEC. 15. Implementing Rules and Regulations. - Within ninety (90) days from
the approval of this Act, the DepEd, TESDA, and CHED, in consultation with other
concerned stakeholders, shall formulate and issue the rules and regulations

implementing the provisions of this Act.

SEC. 16. Separability Clause. ~ If any part or provision of this Act is held invalid
or unconstitutional, other provisions not affected thereby shall remain in force and
effect.

SEC. 17. Repealing Clause. ~ Sec. 4 of Republic Act No. 10533, or the
“Enhanced Basic Education Act of 2013", is hereby amended to remove the
compulsory requirement for Senior High School in basic education.

All laws, orders, and rules and regulations contrary to, or inconsistent with the
provisions of this Act are hereby repealed or amended accordingly.

SEC. 18. Effectivity. - Notwithstanding the non-issuance of the IRR, this Act
shall take effect fifteen (15) days after its publication in the Official Gazette or in a

newspaper of general circulation.

Approved,