1 
Republic of the Philippines 
HOUSE OF REPRESENTATIVES 
Quezon City 
TWENTIETH CONGRESS 
First Regular Session 
HOUSE BILLNO. ____ 
Introduced by REP. BERNADETTE “DETTE” G. ESCUDERO 
AN ACT  
PROVIDING EDUCATION PATHWAYS FOR BASIC EDUCATION STUDENTS, 
AND APPROPRIATING FUNDS THEREFOR 
EXPLANATORY NOTE 
The 1987 Constitution mandates 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” (Article XIV, Section 1).  
In line with this constitutional duty and in light of the longstanding challenges 
confronting our basic education system, this measure seeks to reform the Senior High 
School (SHS) program by establishing multiple education pathways that reflects the 
diverse aspirations, talents, and capacities of Filipino learners. While the K-12 program 
was envisioned under Republic Act (RA) No. 10533, or the Enhanced Basic Education 
Act of 2013, to produce graduates ready for higher education or employment, 
empirical evidence and stakeholder experiences suggest otherwise.  
According to a 2020 study by the Philippine Institute for Development Studies 
(PIDS), only one in five senior high school graduates enter the labor force, with many 
opting instead to pursue further studies due to employers’ continued preference for 
college graduates.  
Similarly, a 2022 Pulse Asia survey revealed that 44% of Filipinos expressed 
dissatisfaction with the K-12 program, citing unmet expectations in employment 
readiness. Recognizing these gaps, the bill proposes a clear a flexible system where 
junior high school graduates can choose between two primary education tracks 
namely: The University Preparatory Pathway, or The Technical-Vocational Education 
(Tech-Voc) Pathway. These pathways and respectieve programs under it are intended 
to equip learners with job-ready competencies that meet evolving labor market 
demands.  
Likewise, this bill incorporates ladderized learning opportunities, allowing Tech-
Voc graduates to pursue higher education upon passing the Philippine Educational 
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2:14 pm
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Placement Test or equivalent assessments. Additionally, career guidance and 
counseling services shall be institutionalized to assist students in choosing a suitable 
pathway that reflects their strengths and aspirations. A salient feature of the bill is the 
introduction of an Advanced Placement or Honors Examination for Grade 10 
completers. Students who pass this examination may opt not to take Grades 11 and 
12, and immediately qualify for admission to higher education institutions. This 
innovation recognizes scholastic excellence and provides an accelerated option for 
academically advanced learners.  
This representative believes that it is incumbent for Congress to urgently 
respond to the urgent need for systemic recalibration in our basic education system 
with this legislative intervention. Through this bill, we give Filipino learners real choices 
and equitable access to either college preparation or meaningful employment through 
skills training choices that are based not on constraints but on capabilities and 
aspirations.  
In view of the foregoing, the approval of this bill is earnestly sought. 
HON. BERNADETTE “DETTE” G. ESCUDERO 
Representative 
1st District, Sorsogon


1 
Republic of the Philippines 
HOUSE OF REPRESENTATIVES 
Quezon City 
TWENTIETH CONGRESS 
First Regular Session 
HOUSE BILLNO. ____ 
Introduced by REP. BERNADETTE “DETTE” G. ESCUDERO 
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 
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Act”. 
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SEC. 2. Declaration of Policy. It is the policy of the State to protect and 
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promote the right of all citizens to quality education at all levels and shall take 
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appropriate steps to make such education accessible to all. The State shall further 
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establish, maintain, and support a complete, adequate, and integrated system of 
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education relevant to the needs of the people and society. 
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To this end, the State shall ensure opportunities for Filipinos, regardless of age, 
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background, ethnicity, disability, and association, to attain their maximum potential 
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and enhance their employability by establishing inclusive education pathways that 
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empower and equip the learners with the competencies that are necessary for college 
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or employment. 
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SEC. 3. Education Pathways for Completers of Junior High School. 
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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 
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(DepEd) or the Technical-Vocational Program under the Technical Education and Skills 
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Development Authority (TESDA). 
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SEC. 4. Career Guidance and Assessments of Students. Career guidance 
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and counseling services, including aptitude and interest assessments to assist in 
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selecting appropriate paths, as provided in Republic Act No. 11206, or the “Secondary 
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School Career Guidance and Counseling Act”, shall be indispensable and crucial in 
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aiding the students to make informed decisions about their preferred educational 
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pathway. 
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The DepEd shall administer various relevant assessments, including Early 
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Language, Literacy and Numeracy Assessment and National Achievement Tests, to all 
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elementary and secondary students across all levels. These assessments aim to 
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evaluate their competencies and strengths. The results must be communicated to the 
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students and their parents or guardians to provide them with ample time to consider 
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their educational and career paths. These results shall also serve as a guide to the 
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DepEd and teachers in adjusting and refining their teaching approaches to enhance 
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effectiveness in student learning. 
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The DepEd, TESDA, Commission on Higher Education (CHED), Department of 
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Labor and Employment (DOLE), Department of Trade and Industry (DTI), Department 
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of Information and Communications Technology (DICT), Philippine Chamber of 
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Commerce and Industry, Employers Confederation of the Philippines, National 
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Economic and Development Authority (NEDA), and other concerned agencies shall 
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develop a system or a portal where students can access data and information 
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concerning higher and technical education, current career and industry trends and 
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demands, and other tools that will guide them in their educational and career choices. 
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SEC. 5. University Preparatory Pathway. The DepEd shall develop and 
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implement a comprehensive curriculum for Grades 11 and 12 that prepares students 
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for admission to colleges and universities. 
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This curriculum shall encompass fundamental subjects to improve and 
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guarantee that students acquire functional literacy and practical skills, and elective 
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courses to allow students to explore their interests and meet college and university 
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admission requirements of their chosen degree. 
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The DepEd shall include the University Preparatory Pathway in its education 
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roadmap and collaborate with the CHED, colleges, and universities to guarantee 
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alignment between the curriculum and college admission standards. Colleges and 
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universities must ensure that students can easily obtain information about their 
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program of study or curriculum guide to adequately prepare for their college studies. 
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SEC. 6. Technical-Vocational Education Pathway. TESDA and the 
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industry boards, partners, experts, and practitioners, including micro, small and 
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medium enterprises, shall develop a variety of technical-vocational programs based 
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on an industry-driven and industry-approved standards designed to equip students 
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with practical skills and competencies that are at par with industry requirements. 
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These programs must lead to a diploma or a higher national certificate level. The 
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standards of these programs must further ensure that students acquire functional 
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literacy skills to guarantee their employability upon completion of their chosen 
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program and undergoing the necessary assessment for certification. 
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To effectively implement the programs, TESDA and its accredited Technical 
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Vocational Institutions must have a sufficient number of partner enterprises to ensure 
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that the standards and training for these programs are aligned with current industry 
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needs and requirements. 
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This collaboration shall include the conduct of a review and evaluation of the 
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standards every three (3) years to maintain its relevance and responsiveness to the 
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prevailing trends in the industry. For TESDA to undertake the prompt issuance of 
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training regulations or competency 
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standards, whichever is applicable, for new and emerging skill sets, they shall likewise 
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strengthen existing industry boards and establish within two (2) years from the 
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effectivity of this Act industry boards for sectors without one. 
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In the development and issuance of training regulations or competency 
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standards, TESDA and the industry boards shall focus on higher-skill level and diploma 
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programs. 
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TESDA shall give preference to enterprise-based training programs for National 
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Certification levels III and IV, Philippine Qualifications Framework level 5, and new 
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and emerging skills for technical-vocational learners to enhance their skills and 
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knowledge according to industry needs to encourage industry stakeholders to provide 
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enterprise-based training, apprenticeship opportunities, and skills development. 
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The assessments and certifications of students under public technical-
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vocational institutions and TESDA-funded programs shall be free of charge. TESDA 
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shall implement a system that provides subsidies to students in private education, 
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industry, or enterprise for their assessments and certifications by their economic 
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standing. No student who failed at least three (3) times may avail of the free or 
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subsidized assessment and certification. 
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SEC. 7. Honors Examination. The DepEd, in consultation with the CHED, 
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shall develop and administer an advanced placement exam, to be taken voluntarily by 
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Grade 10 students in the University Preparatory Pathway, in order to assess their 
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aptitude and readiness to advance to a college degree. 
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This advanced placement exam shall give students a grade which shall 
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correspond to their level of proficiency and determine their eligibility to enroll to their 
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chosen degree in a college or university. 
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Students who successfully pass the advanced placement exam shall be 
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considered graduates of senior high school without the need to finish Grades 11 and 
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12, and shall be allowed to enroll in their chosen degree the following school year, 
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subject to other requirements that colleges or universities may impose. 
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SEC. 8. Availment of the Ladderized Education Program under 
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Republic Act No. 10647. Upon completion of the full technical-vocational program, 
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the student may enroll in colleges or universities and avail of the ladderized education 
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program for educational advancement. The CHED and TESDA shall strengthen existing 
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policies and implementation of programs for the accreditation and recognition of prior 
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learning of students. 
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SEC. 9. Scholarship Programs. To ensure that the two educational pathways 
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are accessible to a broad range of students, the DepEd and TESDA shall maintain an 
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educational support program including scholarships for their respective students that 
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properly and sufficiently addresses the accessibility and availability of the pathways to 
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the marginalized communities and learners. 
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The DepEd and TESDA shall continue to make available to their respective 
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students the scholarship programs currently implemented in their agencies. 
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Scholarships in the Technical-Vocational Education Pathway shall be made available 
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to learners with disabilities, indigenous learners, and those coming from marginalized 
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communities. 
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Prioritization shall also be given to students enrolled in programs with higher 
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skill levels or urgently needed by the industries. 
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SEC. 10. Program Evaluation. The DepEd and TESDA shall regularly assess 
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and evaluate the effectiveness and quality of their respective education pathways. The 
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findings of these assessments and evaluations shall be utilized to implement essential 
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enhancements and modifications to ensure that the curriculum remains relevant to 
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society. 
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SEC. 11. Support from Other Government Departments and Agencies. 
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The CHED, DOLE, DTI, DICT, Department of Agriculture, Department of Science and 
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Technology, NEDA, Philippine Qualifications Framework National Coordinating Council, 
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Department of Budget and Management, and other related agencies are hereby 
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mandated to extend the necessary support and resources towards the effective 
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implementation of this Act. 
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SEC. 12. Transition Provisions. The DepEd and TESDA shall develop and 
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refine their respective curriculum and standards to ensure that such are highly relevant 
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and aligned with the current and future needs of society and industry, including 
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emerging technologies, skills, and workforce demands. 
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To ensure the effectiveness of the newly developed curriculum and standards, 
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an initial implementation phase for three (3) years shall be conducted in a selected 
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number of schools from different regions, socioeconomic conditions, and both urban 
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and rural settings to be determined by the agencies. The DepEd and TESDA shall 
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conduct comprehensive assessments during this pilot phase to evaluate the 
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effectiveness of the curriculum and standards in preparing the students for university 
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and college or the workforce, and ensuring that it meets the intended goals. The 
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assessment shall be accessible to the public and may undergo independent or third-
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party review. The DepEd and TESDA shall refine and enhance their respective 
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curriculum and standards after considering the feedback from various sectors and roll 
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out the final curriculum and standards within one (1) year from the assessment. 
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Upon attaining the qualification standards, the teachers and instructors under 
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the current Technical-Vocational Track of the Senior High School of the DepEd shall 
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be given preference in hiring of instructors and teachers by the TESDA for the 
3 
implementation of this Act. 
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SEC. 13. Appropriations.The amount necessary for the implementation of 
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this Act shall be included in the respective budgets of DepEd and TESDA in the annual 
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General Appropriations Act. 
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SEC. 14. Implementing Rules and Regulations (IRR). Within ninety (90) 
10 
days from the approval of this Act, the DepEd, TESDA, and CHED shall, in consultation 
11 
with other concerned stakeholders, formulate and issue the rules and regulations 
12 
implementing the provisions of this Act. 
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SEC. 15. Separability Clause. If any part or provision of this Act is held 
15 
invalid or unconstitutional, other provisions not affected thereby shall remain in force 
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and effect. 
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SEC. 16. Repealing Clause. Section 4 of Republic Act No. 10533, or the 
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“Enhanced Basic Education Act of 2013”, is hereby amended to remove the 
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compulsory requirement for Senior High School in basic education. All other laws, 
21 
orders, and rules and regulations contrary to, or inconsistent with the provisions of 
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this Act are hereby repealed or amended accordingly. 
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SEC. 17. Effectivity. Notwithstanding the non-issuance of the IRR, this Act 
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shall take effect fifteen (15) days after its publication in the Official Gazette or in a 
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newspaper of general circulation. 
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Adopted,