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 that 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 equivalency pathways and
access ramps in ladderized 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, it is 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
eheose 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 earn 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 earnestly 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

House Bill No. 1503

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. 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 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 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 technical-vocational (tech-voc) course to a
college degree program, using the principle of credit transfer.

(b) Credit refers to the value given to 2 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-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 certification 1 that a person has successfully
achieved specific learning outcomes relevant to the identified academic, industry
or community requirements.

(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.

(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.

(h) Job platform refers to the gateway in the ladderized curriculum which one
Teaches 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 program in the
post-secondary school educational system.

SEC. 4. )ational 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.

For this purpose, the CHED and the 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, 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
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 (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.

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
recognized 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 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 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 the
CHED and the 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. - 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 are
separable from the invalid ones, 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,