Republic of the Philippines
CONGRESS OF THE PHILIPPINES
Metro ManilaSixteenth Congress
Second Regular SessionBegun and held in Metro Manila, on Monday, the twenty-eighth day of July, two thousand fourteen.
REPUBLIC ACT NO. 10647
AN ACT STRENGTHENING THE LADDERIZED INTERFACE BETWEEN TECHNICAL-VOCATIONAL EDUCATION AND TRAINING AND HIGHER EDUCATION
Be it enacted by the Senate and House of Representatives of the Philippines in Congress assembled:
Section 1. Short Title. – This Act shall be known as the "Ladderized Education Act of 2014".
Section 2. Declaration of Policy. – In line with the constitutional guarantee for the State to promote the right of all citizens to quality and accessible education at all levels and to establish, maintain and support a complete, adequate and integrated system of education relevant to the needs of the people and contributory to national development, it is hereby declared the policy of the State to institutionalize the ladderized interface between technical-vocational education and training (TVET) and higher education to open the pathways of opportunities for career and educational progression of students...
Details
Amends
n/a
Amended by
n/a
Republic Acts
Ladderized Education Act of 2014
Republic Act No. 10647
Summary of Republic Act No. 10647 (Ladderized Education Act of 2014)
Declaration of Policy (Section 2)
- Institutionalize the ladderized interface between TVET and higher education.
- Open pathways for career and educational progression of students and workers.
- Create a seamless and borderless education system.
- Empower students and workers to exercise options when to enter and exit the educational ladder.
- Provide job platforms at every exit and opportunity to earn income.
- Promote and protect academic freedom of higher education institutions (HEIs).
Definition of Terms (Section 3)
- Articulation: Smooth transition from one course/program to the next without duplication.
- Credit: Value given to a course based on competencies and learning outcomes.
- Credit transfer: Credit conversion to promote student mobility.
- Embedded TVET Qualification: TVET competencies leading to job platforms in a degree program.
- Equivalency: Assigning academic credits to demonstrated competencies for entry to higher levels.
- Job platform: Gateway in the curriculum for employment after acquiring skills.
- Ladderized education: Harmonization of TVET and higher education for career advancement.
- Philippine Qualifications Framework (PQF): National policy describing qualification levels and standards.
- Qualification: Formal certification of achieved learning outcomes.
- Recognition of prior learning: Acknowledgment of skills and knowledge from previous experience.
Philippine Qualifications Framework (PQF) (Section 4)
- Adopt national standards and levels for education outcomes.
- Support pathways and equivalencies for access to qualifications and mobility.
- Align with international qualifications framework for worker mobility.
- PQF National Coordinating Committee (PQF-NCC) composed of CHED, TESDA, DepED, DOLE, and PRC.
- CHED, TESDA, and DepED to coordinate and implement a unified PQF.
- Develop mechanisms like credit transfer, embedded TVET, bridging programs, equivalency, ladderized curricula, and accreditation/recognition of prior learning.
Priority Disciplines (Section 5)
- CHED, TESDA, and DepED to identify priority disciplines for ladderization in consultation with industry and agencies.
- Consider labor market realities and the Philippine Development Plan (PDP).
Enhancement of the Ladderized Education Program (LEP) (Section 6)
- CHED, TESDA, and DepED to devise systems, procedures, and mechanisms for efficient LEP implementation.
- Issue, amend, and update implementing guidelines as necessary.
- Provide incentives to HEIs and TVET institutions for wider participation.
- Designate personnel at regional and provincial levels for implementation, monitoring, and evaluation.
Support from Other Government Agencies (Section 7)
- PRC, DOLE, DA, DOST, DTI, NEDA, and DBM to extend necessary support and inputs.
Scholarships, Grants, and Loans (Section 8)
- CHED, TESDA, and DepED to provide scholarships, grants, and loans to students and workers availing of the ladderized system.
Enabling Clause for HEIs (Section 9)
- HEIs with CHED-recognized curricula may avail of the ladderization program.
- Comply with minimum curricular requirements under CHED, TESDA, and DepED joint guidelines.
- Submit curriculum to CHED Regional Office for monitoring and compliance.
- Failure to submit curriculum subject to administrative sanctions by CHED.
Academic Freedom (Section 10)
- HEIs retain the right to assess and admit students based on transparent and objective criteria.
- Students must meet prescribed criteria, program requisites, and other HEI requirements.
Appropriations (Section 11)
- Initial implementation funded from current budgets and development funds of CHED, TESDA, and DepED.
- Subsequent implementation included in their respective annual appropriations in the General Appropriations Act.
Implementing Rules and Regulations (Section 12)
- CHED, TESDA, and DepED to issue rules and regulations within 60 days after effectivity, in consultation with stakeholders.
Separability Clause (Section 13)
- If any provision is declared unconstitutional or invalid, the other separable provisions remain in force.
Repealing Clause (Section 14)
- All laws, decrees, orders, rules, and regulations inconsistent with this Act are repealed, amended, or modified accordingly.
Effectivity (Section 15)
- This Act takes effect 15 days after publication in the Official Gazette or at least two newspapers of general circulation.
Declaration of Policy (Section 2)
- Institutionalize the ladderized interface between TVET and higher education.
- Open pathways for career and educational progression of students and workers.
- Create a seamless and borderless education system.
- Empower students and workers to exercise options when to enter and exit the educational ladder.
- Provide job platforms at every exit and opportunity to earn income.
- Promote and protect academic freedom of higher education institutions (HEIs).
Definition of Terms (Section 3)
- Articulation: Smooth transition from one course/program to the next without duplication.
- Credit: Value given to a course based on competencies and learning outcomes.
- Credit transfer: Credit conversion to promote student mobility.
- Embedded TVET Qualification: TVET competencies leading to job platforms in a degree program.
- Equivalency: Assigning academic credits to demonstrated competencies for entry to higher levels.
- Job platform: Gateway in the curriculum for employment after acquiring skills.
- Ladderized education: Harmonization of TVET and higher education for career advancement.
- Philippine Qualifications Framework (PQF): National policy describing qualification levels and standards.
- Qualification: Formal certification of achieved learning outcomes.
- Recognition of prior learning: Acknowledgment of skills and knowledge from previous experience.
Philippine Qualifications Framework (PQF) (Section 4)
- Adopt national standards and levels for education outcomes.
- Support pathways and equivalencies for access to qualifications and mobility.
- Align with international qualifications framework for worker mobility.
- PQF National Coordinating Committee (PQF-NCC) composed of CHED, TESDA, DepED, DOLE, and PRC.
- CHED, TESDA, and DepED to coordinate and implement a unified PQF.
- Develop mechanisms like credit transfer, embedded TVET, bridging programs, equivalency, ladderized curricula, and accreditation/recognition of prior learning.
Priority Disciplines (Section 5)
- CHED, TESDA, and DepED to identify priority disciplines for ladderization in consultation with industry and agencies.
- Consider labor market realities and the Philippine Development Plan (PDP).
Enhancement of the Ladderized Education Program (LEP) (Section 6)
- CHED, TESDA, and DepED to devise systems, procedures, and mechanisms for efficient LEP implementation.
- Issue, amend, and update implementing guidelines as necessary.
- Provide incentives to HEIs and TVET institutions for wider participation.
- Designate personnel at regional and provincial levels for implementation, monitoring, and evaluation.
Support from Other Government Agencies (Section 7)
- PRC, DOLE, DA, DOST, DTI, NEDA, and DBM to extend necessary support and inputs.
Scholarships, Grants, and Loans (Section 8)
- CHED, TESDA, and DepED to provide scholarships, grants, and loans to students and workers availing of the ladderized system.
Enabling Clause for HEIs (Section 9)
- HEIs with CHED-recognized curricula may avail of the ladderization program.
- Comply with minimum curricular requirements under CHED, TESDA, and DepED joint guidelines.
- Submit curriculum to CHED Regional Office for monitoring and compliance.
- Failure to submit curriculum subject to administrative sanctions by CHED.
Academic Freedom (Section 10)
- HEIs retain the right to assess and admit students based on transparent and objective criteria.
- Students must meet prescribed criteria, program requisites, and other HEI requirements.
Appropriations (Section 11)
- Initial implementation funded from current budgets and development funds of CHED, TESDA, and DepED.
- Subsequent implementation included in their respective annual appropriations in the General Appropriations Act.
Implementing Rules and Regulations (Section 12)
- CHED, TESDA, and DepED to issue rules and regulations within 60 days after effectivity, in consultation with stakeholders.
Separability Clause (Section 13)
- If any provision is declared unconstitutional or invalid, the other separable provisions remain in force.
Repealing Clause (Section 14)
- All laws, decrees, orders, rules, and regulations inconsistent with this Act are repealed, amended, or modified accordingly.
Effectivity (Section 15)
- This Act takes effect 15 days after publication in the Official Gazette or at least two newspapers of general circulation.