GROUP 1 FINAL REPORT

RA 9155 – GOVERNANCE OF BASIC

EDUCATION ACT OF 2001
RA 7722 – CHED LAW
RA 7796 – TESDA LAW
RA 9155 – GOVERNANCE OF BASIC EDUCATION ACT OF 2001

AN ACT INSTITUTING A FRAMEWORK OF GOVERNANCE FOR BASIC

EDUCATION, ESTABLISHING AUTHORITY AND ACCOUNTABILITY, RENAMING
THE DEPARTMENT OF EDUCATION, CULTURE AND SPORTS AS THE
DEPARTMENT OF EDUCATION, AND FOR OTHER PURPOSES
MISSION:

To provide quality basic education that is equitably accessible to all and lay the foundation for
life-long learning and service for the common good

• An act instituting a frame work of governance for basic education

• Establishing authority and accountability
• Renaming the department of education, culture and sports as the department of education, and for
other purposes

SECTION 1: TITLE

This Act shall be known as the “Governance of Basic Education Act of 2001
Section 2: Declaration of Policy

• It is hereby declared the policy of the state to:

 Protect and promote the basic rights of all citizens to quality education.

 All Filipino children will be provided a free and compulsory education in the Elementary Level and
free education in High School Level.

 Such education shall also include Alternative Learning System for out of school youths.

 The school shall be the heart of the formal education system.

 Governance of basic education shall begin at the national level and regions, divisions, schools and
learning center will be known as field offices.

 The state shall encourage local initiatives for improving the quality of basic education.

 The state shall ensure that the values, needs and aspirations of a school community are reflected in
the program of education for the children.

 Schools and learning centers shall be empowered to make decisions on what is best for the learners
they serve.
Section 3: Purposes and Objectives

a. To provide the framework for the governance of basic education.

b. To define the roles and responsibilities of, and provide resources to, the field offices which shall
implement educational programs, projects and services in communities they serve.

c. To make school and learning centers the most important vehicle for the teaching and learning of
national values and for the developing in the Filipino learners love of country and pride in its rich
heritage.

d. To ensure that schools and learning centers receive the kind of focused attention they deserve
and that educational programs, projects and services take into account the interests of all
members of the community.

e. To enable the schools and learning centers to reflect the values of the community by allowing
teachers/learning facilitators and other staff to have the flexibility to serve the need of all
learners.
 f.    To encourage local initiatives for the improvement of schools and learning centers and to
provide the means by which these improvements may be achieved and sustained; and

g. To establish schools and learning centers as facilities where schoolchildren are able to learn a
range of core competencies prescribed for elementary and high school education programs or
where the out-of-school youth and adult learners are provided alternative learning programs
and receive accreditation for at least the equivalent of a high school education.

Section 4: Definition of Terms:

a. Alternative Learning System –

is a parallel learning system to provide a viable alternative to the existing formal education
instruction, It encompasses both the non-formal and informal sources of knowledge of skills

b. Basic Education –
is the education intended to meet basic learning needs which lays the foundation on the
subsequent learning can be based.
c.   Cluster of Schools –
is a group of schools which are geographically contiguous and brought together to improve the
learning outcomes

d.   Formal Education –
is the systematic and deliberate process of hierarchically structured and sequential learning
corresponding to the general concept of elementary and secondary level of schooling. At the end of
each level, the learner needs a certification in order to enter or advance to the next level;

e.   Informal Education –
is a lifelong process of learning by which every person acquires and accumulates knowledge,
skills, attitudes and insights from daily experiences at home, at work, at play and from life
itself;

f.    Integrated Schools –
is a school that offers a complete basic education in one school site and has unified
instructional programs;

g.  Learner –
is any individual seeking basic literacy skills and functional life skills or support services for the
improvement of the quality of his/her life;
h.  Learning Center –
is a physical space to house learning resources and facilities of a learning program for out- of-school
youth and adults. It is a venue for face-to-face learning activities and other learning
opportunities for community development and improvement of the people’s quality of life;

i.  Learning Facilitator –

is the key-learning support person who is responsible for supervising/facilitating the learning
process and activities of the learner

j.  Non-Formal Education –
is any organized, systematic educational activity carried outside the framework of the formal
system to provide selected types of learning to a segment of the population;

k. Quality Education –
is the appropriateness, relevance and excellence of the education given to meet the needs and
aspirations of an individual and society;
l. School –
is an educational institution, private and public, undertaking educational operation with
a specific age-group of pupils or students pursuing defined studies at defined levels,
receiving instruction from teachers, usually located in a building or a group of buildings
in a particular physical or cyber site; and

m. School Head –
is a person responsible for the administrative and instructional supervision of the school
or cluster of schools.
Chapter 1: Governance of Education

Section 5: Principles of Shared Governance

a. Shared governance is a principle which recognizes that every unit in the education
bureaucracy has a particular role, task and responsibility inherent in the office and for which it
is principally accountable for outcomes;

b. The process of democratic consultation shall be observed in the decision-making process at

appropriate levels. Feedback mechanisms shall be established to ensure coordination and
open communication of the central office with the regional, division and school levels;

c. The principles of accountability and transparency shall be operationalized in the performance

of functions and responsibilities at all levels; and

d. The communication channels of field offices shall be strengthened to facilitate flow of

information and expand linkages with other government agencies, local government units and
nongovernmental organizations for effective governance;
Section 6: Governance

• The Department of Education, Culture and Sports shall henceforth be called the Department of
Education. It shall be vested with authority, accountability and responsibility for ensuring access to,
promoting equity in, and improving the quality of basic education. Arts, culture and sports shall be
as provided for in Sections 8 and 9 hereof.

Section 7: Powers, Duties and Functions.

• The Secretary of the Department of Education shall exercise overall authority and supervision over
the operations of the Department.

a. National Level
b. Regional Level
c. Division Level
d. Schools District Level
e. School Level
Chapter 2: Transfer of Cultural Agencies

Section 8: Cultural Agencies

• The Komisyon ng Wikang Pilipino, National Historical Institute, Record Management and Archives
Office and the National Library shall now be administratively attached to the National Commission for
Culture and the Arts (NCCA) and no longer with the Department of Education. The program for
school arts and culture shall remain part of the school curriculum .

CHAPTER 3: Abolition of the Bureau of Physical Education and School Sports

Section 9: Abolition of BPESS

• All functions, programs and activities of the Department of Education related to sports competition
shall be transferred to the Philippine Sports Commission (PSC). The program for school sports
and physical fitness shall remain part of the basic education curriculum.

• The Bureau of Physical Education and School Sports (BPESS) is hereby abolished. The personnel
of the BPESS, presently detailed with the PSC, are hereby transferred to the PSC without loss of
rank, including the plantilla positions they occupy. All other BPESS personnel shall be retained by the
Department.
Chapter 4: Support and Assistance of Other Government Agencies

Section 10

• The Secretary of Education and the Secretary of Budget and Management shall, within ninety (90)
days from the approval of this Act, jointly promulgate the guidelines on the allocation, distribution and
utilization of resources provided by the national government for the field offices, taking into
consideration the uniqueness of the working conditions of the teaching service.
• The Secretary of the Department of Education shall ensure that resources appropriated for the field
offices are adequate and that resources for school personnel, school desks and textbooks and other
instructional materials intended are allocated directly and released immediately by the Department of
Budget and Management to said offices.

Section 11

• The Secretary of the Department of Education, subject to civil service laws and regulations, shall
issue appropriate personnel policy rules and regulations that will best meet the requirements of the
teaching profession taking into consideration the uniqueness of the working conditions of the
teaching service.
Section 12

• The Commission on Audit, in the issuance of audit rules and regulations that will govern the utilization
of all resources as well as the liquidation, recording and reporting thereof, shall take into account the
different characteristics and distinct features of the department’s field offices, its organizational set-up
as well as the nature of the operations of schools and learning centers.

CHAPTER 5: Final Provisions

Section 13: Governance in the ARMM

• The Regional Education Secretary for the Autonomous Region in Muslim Mindanao (ARMM) shall
exercise similar governance authority over the divisions, districts, schools and learning centers in the
region as may be provided in the Organic Act without prejudice to the provisions of Republic Act No.
9054, entitled “An Act to Strengthen and Expand the Organic Act for the Autonomous Region in
Muslim Mindanao, Amending for the Purpose Republic Act No. 6734, entitled ‘An Act Providing for
the Autonomous Region in Muslim Mindanao, as amended.'”
Section 14: Rules and Regulations.
• The Secretary of Education shall promulgate the implementing rules and regulations within ninety (90)
days after the approval of this Act: Provided, That, the Secretary of Education shall fully implement
the principle of shared governance within two (2) years after the approval of this Act.

Section 15: Separability Clause

• If for any reason, any portion or provision of this Act shall be declared unconstitutional, other parts or
provisions hereof which are not affected thereby shall continue to be in full force and effect.

Section 16:  Repealing Clause

• All laws, decrees, executive orders, rules and regulations, part or parts thereof, inconsistent with the
provisions of this Act, are hereby repealed or modified accordingly.

Sec. 17:  Effectivity Clause

• This Act shall take effect fifteen (15) days following its publication in at least two (2) newspapers of
general circulation.
• Lapsed into law on August 11, 2001 without the President’s signature, pursuant to Sec. 27(1), Article
VI of the Constitution.
 RA 7722 – CHED LAW
AN ACT CREATING THE COMMISSION ON HIGHER EDUCATION,
APPROPRIATING FUNDS THEREFOR AND FOR OTHER PURPOSES
INTRODUCTION:

• The Commission on Higher Education (CHED) was created on May 18, 1994 through the passage of
Republic Act No. 7722, or the Higher Education Act of 1994. The CHED has been designed to act as
collegial body in formulating plans, policies and strategies relating to higher education and the operation of
CHED.

SECTION 1: Title.
• This Act shall be known as the “Higher Education Act of 1994”.

SECTION 2: Declaration of Policy

• The State shall protect, foster and promote the right of all citizens to affordable quality education at
all levels and shall take appropriate steps to ensure that education shall be accessible to all.

SECTION 3: Creation of the Commission on Higher Education

 
• The Commission shall be independent and separate from the Department of Education, Culture and
Sports (DECS), and attached to the Office of the President for administrative purposes only.
Its coverage shall be both public and private institutions of higher education as well as degree-granting
programs in all post-secondary educational institutions, public and private.
SECTION 4: Composition of the Commission
 
The Commission shall be composed of
five (5) full-time members
(1) Chairman Ex officio Chairman of the Commission (Secretary
of Education)
(4) Commissioners 1 year period appointed by the President

Qualifications:
Chairman of the
• Holders of earned Doctorate Commission
• Engaged in Higher Education
for at least ten (10) years
• Not Candidate in the Election Commissioner Commissioner Commissioner Commissioner
• Higher degree of 1 2 3 4
Professionalism
SECTION 5: Term of Office

• Chairman:
 term of four (4) years, without prejudice to one reappointment

• Commissioners:
 1st and 2nd Commissioners – 3 years
 3rd and 4th Commissioners – 2 years

SECTION 6: Rank and Emoluments

• Ranks

 Chairman: Department of Secretary

 Commissioners: Undersecretary

• Emoluments

 shall receive the compensation corresponding to their positions

SECTION 7: BOARD OF ADVISERS

• The Board of Advisers shall be composed of the following:

a. The Secretary of Education, Culture and Sports, as chairman
b. The Director-General of the National Economic and Development Authority, as co-
chairman
c. The Secretary of Science and Technology
d. The Secretary of Trade and Industry;

SECTION 8: POWER AND FUNCTION OF THE COMMISSION

a. formulate and recommend development plans, policies, priorities, and programs on higher
education and research;
b. formulate and recommend development plans, policies, priorities and programs on research;
c. recommend to the executive and legislative branches, priorities and grants on higher education
and research;
d. set minimum standards for programs and institutions of higher learning recommended by panels
of experts in the field and subject to public hearing, and enforce the same;
e. monitor and evaluate the performance of programs and institutions of higher learning for appropriate
incentives as well as the imposition of sanctions such as, but not limited to, diminution or withdrawal of
subsidy, recommendation on the downgrading or withdrawal of accreditation, program termination or
school closure;

f. identify, support and develop potential centers of excellence in program areas needed for the
development of world-class scholarship, nation building and national development;

g. recommend to the Department of Budget and Management the budgets of public institutions of higher
learning as well as general guidelines for the use of their income;

h. rationalize programs and institutions of higher learning and set standards, policies and guidelines for the
creation of new ones as well as the conversion or elevation of schools to institutions of higher learning,
subject to budgetary limitations and the number of institutions of higher learning in the province or region
where creation, conversion or elevation is sought to be made;

i. by institutions of higher learning to meet the needs of agro-industrialization and development; develop
criteria for allocating additional resources such as research and program development grants,
scholarships, and other similar programs: Provided, That these shall not detract from the fiscal autonomy
already enjoyed by colleges and universities;
j. direct or redirect purposive research

k. devise and implement resource development schemes;

l. administer the Higher Education Development Fund, as described in Section 10 hereunder, which will
promote the purposes of higher education:

m. review the charters of institutions of higher learning and state universities and colleges including the
chairmanship and membership of their governing bodies and recommend appropriate measures as
basis for necessary action;

n. promulgate such rules and regulations and exercise such other powers and functions as may be
necessary to carry out effectively the purpose and objectives of this Act; and

o. perform such other functions as may be necessary for its effective operations and for the continued
enhancement, growth or development of higher education.
 General
Supervision

Quality Direction
Assurance, CHED Setting/
Monitoring Powers and Policy
and Function Formation
Evaluation

Fiscal/Funds
Management
SECTION 9: THE SECRETARIAT
• The Commission shall organize a secretariat which shall be headed by an executive officer, subject to
the national compensation and position classification plan.
• It shall fix the secretariat’s staffing pattern, determine the duties, qualifications, responsibilities and
functions, as well as the compensation scheme for the positions to be created upon the
recommendation of the executive officer.
• It shall also prepare and approve its budget.
• The Commission shall appoint the members of the staff upon the recommendation of the executive
officer.

SECTION 10: The Higher Education Department Fund

• Established to strengthen the higher education
 Government’s contribution to the fund:

 3-5% Contribution from financing institutions

 Private portion for donates, gifts conveyances

  
SECTION 11: Management and Administration of the Higher Education Development
Fund
• Must be administered by the commission
• Shall appoint a reputable government to administer funds
• Guidelines:
 No part of capital shall be used for overhead expenses for admin.

 Earnings for private contributions shall be used for administrative expenses.

 Commission shall appoint and organize separate staff.

 Shall be utilize equitably to regions and programs

SECTION 12: The Technical Panels

• Assist the commission in setting standards and program monitoring and evaluation
• Composed of senior specialists
SECTION 13: Guarantee of Academic Freedom
• Exemptions for the abridgement of the curricular freedom of educational institutions:
 Minimum unit requirements for the program

 General education distribution requirements

 Specific professional subjects are not qualified

SECTION 14: Accreditation

• Commission shall provide incentives to institutions of higher learning, public and private whose needs are
for accreditation purposes

SECTION 15: Tax Exemption

• Any donation, contribution, bequest, and grant maybe made shall constitute as allowable deduction from
the income of the donor for income tax purposes and shall be exempt from donor’s tax.
SECTION 16: Authority
• exercise authority necessary with its areas of operation to attain its objectives provided, that the
Commission may seek the assistance of other government agencies for the proper implementation
of this Act.

SECTION 17: Appropriation.

• Five hundred million pesos (P500,000,000) is authorized to be appropriated for the seed capital of
the Fund.
• additional amount of Fifty million pesos (P50,000,000) shall be put to National Treasury or initial
operation of Philippine Amusement and Gaming Corporation (PAGCOR)
• Included in General Appropriations Act

SECTION 18: Transitory Provisions

• all government entities having functions to those of the commission are transferred to the
commission
• the commission shall have the authority to appoint its own personnel
• all regular and permanent employees shall not suffer any loss of rank or emoluments
SECTION 19: Repealing Clause
• All laws, presidential decrees, executive orders, rules and regulations or parts thereof which are
inconsistent with the provisions of this Act are hereby repealed or modified accordingly.

SECTION 20: Separability Clause

• If any part or provision of this Act shall be held unconstitutional or invalid, other provisions hereof
which are not affected thereby shall continue to be in full force and effect.

SECTION 21: Effectivity.

• This Act, which is a consolidation of Senate Bill No. 1453 and the House Bill No. 12200, was finally
passed by the Senate and the House of Representatives on May 4, 1994 and May 17, 1994,
respectively.
 RA 7796 – TESDA LAW
AN ACT CREATING THE TECHNICAL EDUCATION AND SKILLS DEVELOPMENT
AUTHORITY, PROVIDING FOR ITS POWERS, STRUCTURE AND FOR OTHER
PURPOSES
Section 1

• Technical Education and Skills Development Act of 1994 or TESDA Act of 1994 signed by Pres.
Fidel V. Ramos on August 25, 1994

Section 2

• This Act aims to encourage the full participation of and mobilize the industry, labor, local
government units and technical-vocational institutions in the skills development of the country's
human resources

Section 3: Statement of Goals and Objective

 
 International competitiveness
 Quality Middle-Level Manpower
 Scientific and Technical Knowledge Base
 Complementary roles of public and private institutions
 Desirable values
Section 4: Definition of Terms

a. Skill -
shall mean the acquired and practiced ability to carry out a task or job;
b. Skills Development-
shall mean the process through which learners and workers are systematically provided with
learning opportunities
c. Technical Education -
shall refer to the education process designed at post-secondary and lower tertiary levels, officially
recognized as non-degree programs aimed at preparing technicians, para-professionals and
other categories of middle-level
d. Trade –
shall mean any group of interrelated jobs or any occupation which is traditionally or officially
recognized as craft or artisan in nature requiring specific qualifications that can be acquired
through work experience and/or training;

e. Middle-Level Manpower –
who have acquired practical skills and knowledge through formal or non-formal education and
training equivalent to at least a secondary education but preferably a post-secondary education
with a corresponding degree or diploma; or
skilled workers who have become highly competent in their trade or craft as attested by
industry;
f. Private Enterprises-
refers to an economic system under which property of all kinds can be privately owned and in
which individuals, alone or in association with another, can embark on a business activity.

g. Trainers –
shall mean persons who direct the practice of skills towards immediate improvement in some
task;

h. Trainors/trainers –
shall mean persons who provide training to trainers aimed at developing the latter’s capacities for
imparting attitudes, knowledge, skills and behavior patterns required for specific jobs, tasks,
occupations or group of related occupations;

i. Trainees –
shall mean persons who are participants in a vocational, administrative or technical training
program for the purpose of acquiring and developing job-related skills;

j. Apprenticeship -
training within employment with compulsory related theoretical instructions involving a contract
between an apprentice and an employer on an approved apprenticeable occupation;
k. Apprentice –
is a person undergoing training for an approved apprenticeable occupation during an established
period assured by an apprenticeship agreement;

l. Apprenticeship Agreement –
is a contract wherein a prospective employer binds himself to train the apprentice who in turn accepts
the terms of training for a recognized apprenticeable occupation emphasizing the rights, duties and
responsibilities of each party;

m. Apprenticeable Occupation –
is an occupation officially endorsed by a tripartite body and approved for apprenticeship by the
Authority;

n. Learners –
refer to persons hired as trainees in semi-skilled and other industrial occupations which are non-
apprenticeable
o. User-Led” or “Market-Driven Strategy –
refers to a strategy which promotes strengthened linkages between educational/training institutions
and industry to ensure that appropriate skills and knowledge are provided by the educational system;

p. Dual System/Training –
refers to a delivery system of quality technical and vocational education which requires training to
be carried out alternately in two venues: In school and in the production plant.

q. Levy Grant System –

refers to a legal contribution from participating employers who would be beneficiaries of the
program (often as a percentage of the payroll) which is subsequently turned over or rebated to e nterprises
offering employee training programs.
Section 5: Creation of TESDA

• National Manpower and Youth Council (NMYC)

• The Bureau of Technical and Vocational Education (BTVE)
• Department of Education, Culture and Sports (DECS)
• Bureau of Local Employment (BLE)
 
Section 6: Composition of the Authority. The Authority shall be composed of the
TESDA Board and the TESDA Secretariat.

Section 7: COMPOSITION OF THE TESDA BOARD

The president shall appoint the following members from private sectors:
(2) representatives from employer/industry organization
(3) representatives from labor sector
(2) representatives form National Associations of Private Technical-Vocational
Education & training institutions
 
The TESDA Board shall meet at least twice a year or as frequently as maybe deemed
necessary by its chairperson.
 
COMPOSITION OF THE TESDA BOARD

CHAIRPERSON
(SECRETARY OF
LABOR AND
EMPLOYMENT)

CO-
CO-
CHAIRPERSON
CHAIRPERSON
(SECRETARY OF
(SECRETARY OF
EDUCATION,
TRADE &
CULTURE AND
INDUSTRY)
SPORTS)

MEMBER
MEMBER
MEMBER (DIRECTOR-
(SECRETARY OF
(SECRETARY OF GENERAL OF THE
LOCAL
AGRICULTURE) TESDA
GOVERNMENT)
SECRETARIAT)
Section 8: Powers and Functions of the Board 

• The Authority shall primarily be responsible for formulating, continuing, coordinated and fully integrated
technical education and skills development policies, plans and programs taking into consideration the
following:
a) the State policy declared herein of giving new direction and thrusts to efforts in developing the quality
of Filipino human resource through technical education and skills development;

b) the implementation of the above-mentioned policy requires the coordination and cooperation of
policies, plans, and programs of different concerned sectors of Philippine society;

c) equal participation of representatives of industry groups, trade associations, employers, workers and
government shall be made the rule” in order to ensure that urgent needs and recommendations are
readily addressed; and

d) improved linkages between industry, labor and government shall be given priority in the formulation of
any national-level plan.
 
Section 9: Power to Review Recommend Action

• The authority shall review and recommend action to concerned authorities on proposed technical
assistance programs and grants-in-aid for technical education or skills development or both,
including those which may be entered into between the Government of the Philippines and other
nations, including International and foreign organizations, both here and abroad.

Sec. 10: The TESDA Secretariat.

• The TESDA Secretariat shall have the following functions & responsibilities:
 Establish and maintain a planning process in which various levels participate
 Provide Analytical Inputs to policy decision-making on allocation of resources
 Recommend measures & implementation of the same
 Proposal of the specific allocation of resources for the programs & projects
 Submit periodic reports on the progress and accomplishment of work programs
 Prepare annual report to the President
 Implement and administer the apprenticeship program
 Prepare and implement a program for training or trainers, supervisors, planners and managers
 Enter into agreement for the implementation of approved plans and programs
 Perform other functions and duties assigned by the board
Section 11: Director-General

• The TESDA Secretariat shall be headed by a Director-General, who shall likewise be a member of the
TESDA Board. The Director-General shall be appointed by the President of the Philippines and shall
enjoy the benefits, privileges and emoluments equivalent to the rank of Undersecretary.
• As Chief Executive Officer of the TESDA Secretariat, the Director-General shall exercise general
supervision and control over its technical and administrative personnel.

Section 12: Deputy Directors-General

• The Director-General shall be assisted by two (2) Deputy Directors-General to be appointed by the
President of the Philippines on recommendation of the TESDA Board. One to be responsible for
Vocational and Technical Education and Training and one to be responsible for Policies and Planning.
• The Deputy Directors-General shall enjoy the benefits, privileges and emoluments equivalent to the
rank of Assistant Secretary.
Section 13: Chief of Services for Administration

• The Director-General shall also be assisted by a Chief of Services for Administration who shall be a
Career Civil Service Official to be appointed by the TESDA Board.

Section 14: Structural Organization and Personnel

• The TESDA Secretariat, in addition to the offices of the Director-General, Deputy Director-General
and Chief of Services for Administration shall be composed of the following offices to be headed by
an Executive Director to be appointed by the Director-General and shall have the rank and
emoluments of Director IV

a. Planning Office (PO) – The Planning Office shall be under the Office of the Deputy Director-
General and shall have the following functions
b. Skills Standards and Certification Office (SSCO). – The Skills Standards and Certification
Office shall be under the office of the Deputy Director-General and shall have the following functions:
c. National Institute for Technical Vocational and Education Training (NITVET). – The National
Institute for Technical Vocational and Education Training to be under the office of the Deputy Director-
General and shall have the functions:

d. Office of Formal Technical Vocational Education and Training (OFFVET). The Office of Formal
Technical Vocational Education and Training to be under the office of the Deputy Director-General
and shall have the functions:

e. Office of the Non-Formal Technical-Vocational Education and Training (ONFTVET). – The Office of
the Non-Formal Technical-Vocational Education and Training to be under the Office of the Deputy
Director-General and shall have the functions:

f. Office of Apprenticeship (OA). – The Office of Apprenticeship shall be under the Office of the Deputy
Director-General and shall have the functions:

g. Regional TESDA Offices. – The Regional TESDA Offices shall be headed by Regional Directors
with the rank and emoluments of Director IV to be appointed by the President.
Section 15: The Provincial TESDA Offices

• The Provincial Offices shall be headed by Skill Development Officers who shall have the rank and
emoluments of a Director III.
• The Provincial TESDA Offices shall be under the direct control of the Director-General and shall
have the following functions:
1. to serve as Secretariat to Provincial TESDA Committees;
2. to provide technical assistance particularly to local government units for effective
supervision, coordination, integration and monitoring of technical-vocational education and
training programs within their localities;
3. to review and recommend TESDA programs for implementation within their localities; and
4. to perform such other duties and functions as maybe authorized

Furthermore, the TESDA Secretariat may be further composed by such offices as may be deemed
necessary by the Authority. The Director-General shall appoint such personnel necessary to carry out the
objectives, polices and functions of the Authority subject to Civil Service laws, rules and regulations.
Section 16: Compliance with the Salaries Standardization Law
• The compensation and emoluments of the officials and employees of the Authority shall be in
accordance with the salary standardization law and other applicable laws under the national
compensation and classification plan.

Section 17: Consultants and Technical Assistance, Publication and Research.

• In pursuing its objectives, the Authority is hereby authorized to set aside a portion of its appropriation for
the hiring of services of qualified consultants, and private organizations for research work and
publication in the field of technical education and skills development. It shall avail itself of the services of
other agencies of the Government as may be required.

Section 18: Transfer of the Apprenticeship Program.\The Apprenticeship Program of the

Bureau of Local Employment of the Department of Labor and Employment shall be
transferred to the Authority which shall implement and administer said program in
accordance with existing laws, rules and regulations.
Section 19: Technical Education and Skills Development Committees.

• The Authority shall establish Technical Education and Skills Development Committees at the regional
and local levels to coordinate and monitor the delivery of all skills development activities by the public
and private sectors.

Section 20 : Skills Development Centers.

• The Authority shall strengthen the network of national, regional and local skills training centers for the
purpose of promoting skills development.

Section 21: Formulation of a Comprehensive Development Plan for Middle-Level Manpower.

• The Authority shall formulate a comprehensive development plan for middle-level manpower based on a
national employment plan or policies for the optimum allocation, development and utilization of skilled
workers for employment entrepreneurship and technology development for economic and social growth.
Section 22: Establishment and Administration of National Trade Skills Standards.
• There shall be national occupational skills standards to be established by TESDA-accredited industry
committees.

Section 23: Administration of Training Programs.

• The Authority shall design and administer training programs and schemes that will develop the
capabilities of public and private institutions to provide quality and cost-effective technical education
and skills development and related opportunities.

Section 24 : Assistance to Employers and Organizations.

• The Authority shall assist any employer or organization engaged in skills training schemes designed
to attain its objectives under rules and regulations which the Authority shall establish for this purpose

Section 25: Coordination of All Skills Training Schemes.

• In order to integrate the national skills development efforts, all technical education and skills training
schemes as provided for in this Act shall be coordinated with the Authority particularly those having to
do with the setting of trade skills standards.
.
Section 26 : Industry Boards.
• The Authority shall establish effective and efficient institutional arrangements with industry
boards and such other bodies or associations to provide direct participation of employers and
workers in the design and implementation of skills development schemes, trade skills
standardization and certification and such other functions in the fulfillment of the Authority’s
objectives.

Section 27: Incentives Schemes.

• The Authority shall develop and administer appropriate incentive schemes to encourage
government and private industries and institutions to provide high-quality technical education
and skills development opportunities.

Section 28: Skills development Opportunities.

• The Authority shall design and implement an effective and efficient delivery system for quality
technical education and skills development opportunities particularly in disadvantaged sectors,
with new tools of wealth creation and with the capability to take on higher value-added gainful
activities and to share equitably in productivity gains.
Section 29 : Devolution of TESDA’s Training Function to Local Governments.
• In establishing the delivery system provided for in the preceding Section, the Authority shall formulate,
implement and finance a specific plan to develop the capability of local government units to assume
ultimately the responsibility for effectively providing community-based technical education and skills
development opportunities.

SECTION 30: Skills Olympics.

• To promote quality skills development in the country and with the view of participating in international
skills competitions, the Authority, with the active participation of private industries, shall organize and
conduct annual National Skills Olympics.

SECTION 31: The TESDA Development Fund.

• A TESDA Development Fund is hereby established, to be managed/administered by the Authority, the
income from which shall be utilized exclusively in awarding of grants and providing assistance to
training institutions, industries, local government units for upgrading their capabilities and to develop
and implement training and training-related activities.
The TESDA Board shall be the administrator of the fund, and as such, shall formulate the necessary implementing
guidelines for the management of the fund, subject to the following:
a. Unless otherwise stipulated by the private donor, only earnings of private contributions shall be
used.
b. no part of the seed capital of the fund, including earnings, thereof, shall be used to underwrite
expenses for administration. The Board shall appoint a reputable government-accredited investment
institution as fund manager, subject to guidelines promulgated by the Board.

SECTION 32: Scholarship Grants

• The Authority shall adopt a system of allocation and funding of scholarship grants which shall be
responsive to the technical education and skills development needs of the different regions in the country.

SECTION 33: TESDA Budget.

• The amount necessary to finance the initial implementation of this Act shall be charged against the existing
appropriations of the NMYC and the BTVE. Thereafter, such funds as may be necessary for the continued
implementation of this Act shall be included in the annual General Appropriations Act.
SECTION 34: Transitory Provisions

a. Within two (2) months after the approval of this Act, the President shall, in consultation with the Secretary of
Labor and Employment and the Secretary of Education, Culture and Sports, appoint the private sector
representatives of the TESDA Board.
b. Within three (3) months after the appointment of the private sector representatives, the President shall,
upon the recommendation of the Board, appoint the Director-General.
c. Within four (4) months after the appointment of the DirectorGeneral, the Board shall convene to determine
the organizational structure and staffing pattern of the Authority.
d. Within one (1) year after the organization of the Authority, the Board shall commission an expert group on
funding schemes for the TESDA Development Fund, as provided in Section 31, the results of which shall be
used as the basis for appropriate action by the Board.
e. The personnel of the existing National Manpower and Youth Council (NMYC) of the Department of Labor
and Employment and the Bureau of Technical and Vocational Education (BTVE) of the Department of
Education, Culture and Sports, shall, in a holdover capacity, continue to perform their respective duties and
responsibilities and receive their corresponding salaries and benefits until such time when the organizational
structure and staffing pattern of the Authority shall have been approved by the Board
SECTION 35: Automatic Review.
• Every five (5) years, after the effectivity of this Act, an independent review panel composed of
three (3) persons appointed by the President shall review the performance of the Authority and
shall make recommendations, based on its findings to the President and to both Houses of
Congress.

SECTION 36: Implementing Rules and Guidelines.

• The TESDA Board shall issue, within a period of ninety (90) days after the effectivity of this Act,
the rules and regulations for the effective implementation of this Act.

SECTION 37: Repealing Clause.

• All laws, presidential decrees, executive orders, presidential proclamation, rules and regulations
or parts thereof contrary to or inconsistent with this Act are hereby repealed or modified
accordingly.
SECTION 38: Separability Clause
• If any provision of this Act is declared unconstitutional, the same shall not affect the validity
and effectivity of the other provisions hereof.

SECTION 39 : Effectivity Clause.

• This Act shall take effect fifteen (15) days after its complete publication in two (2) newspapers
of general circulation.
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