Agriculture Education Act

Senate Offire of the Secretary TWENTIETH CONGRESS OF THE REPUBLIC OF THE PHILIPPINES 26 MAY -5 P3:46 First Regular Session SENATE RECEIVED BY: 210'7 S. No. — Introduced by Senator Loren Legarda AN ACT RATIONALIZING AND STRENGTHENING AGRICULTURE EDUCATION IN THE PHILIPPINES BY ESTABLISHING A NATIONAL AGRICULTURE EDUCATION SYSTEM, PROVIDING MECHANISMS FOR IMPLEMENTATION, AND FOR OTHER PURPOSES EXPLANATORY NOTE Agriculture remains central to the Philippines' food security, rural livelihoods, and environmental sustainability. Millions of Filipinos depend on farming, fisheries, and related activities for their income and well-being. Yet the sector continues to face persistent challenges, including low productivity, limited modernization, climate vulnerability, environmental degradation, and declining interest among the youth. One critical but often overlooked constraint is the fragmented and uneven state of agriculture education. Existing programs vary widely in quality, specialization, and responsiveness to local needs. Weak coordination among institutions, insufficient technology transfer, and limited integration of research, training, and extension services hinder the sector's capacity to respond to modern challenges and to support smallholder farmers and rural communities. At a time when climate change, food insecurity, and rural poverty demand science-based and community-responsive solutions, strengthening the institutions that prepare agricultural professionals, technicians, researchers, extension workers, and entrepreneurs is imperative. Agriculture education must equip learners not only with technical competence but also with the knowledge and skills needed to promote climate resilience, environmental stewardship, sustainable resource management, and

disaster preparedness in rural communities. This measure seeks to rationalize and modernize agriculture education by establishing a National Agriculture Education System (NAES), a coordinated network of qualified public and private institutions delivering agriculture education across the country. The NAES will promote specialization, improve program quality, strengthen research and extension, and ensure that education and training respond to both national priorities and regional agricultural needs. The bill prioritizes the rationalization, strengthening, and upgrading of existing institutions and provides that new institutions shall be created only when necessary and supported by evidence-based planning. This approach promotes efficiency, avoids unnecessary duplication, and ensures equitable access to quality agriculture education services. To guide and coordinate the system, the measure creates the Agricultural Education Development Council (AEDC), which shall provide policy direction, set standards, monitor performance, and strengthen coordination among education institutions, government agencies, and industry partners. The AEDC will help align agriculture education with national development goals, climate adaptation priorities, and sustainable agricultural practices. By aligning agriculture education with national priorities and local realities, this measure aims to strengthen food security, promote climate resilience, modernize agricultural production systems, expand opportunities for rural enterprise and employment, and empower the next generation of agricultural leaders and innovators. In view of the foregoing, the immediate passage of this measure is earnestly sought. LOREN LEGARDA

Senate Office of the secretary TWENTIETH CONGRESS OF THE REPUBLIC OF THE PHILIPPINES 26 MAY -5 P3:46 First Regular Session SENATE RECEIVED BY: 210'7 S. No. — Introduced by Senator Loren Legarda AN ACT RATIONALIZING AND STRENGTHENING AGRICULTURE EDUCATION IN THE PHILIPPINES BY ESTABLISHING A NATIONAL AGRICULTURE EDUCATION SYSTEM, PROVIDING MECHANISMS FOR IMPLEMENTATION, AND FOR OTHER PURPOSES Be it enacted by the Senate and the House of Representatives of the Philippines in Congress assembled: CHAPTER I TITLE AND POLICIES

Section 1. Short Title. - This Act shall be known as the "Agriculture Education

4 Act".

Sec. 2. Declaration of Policy. - To protect and promote the right of all citizens

6 to quality education and to establish a complete and integrated system of education 7 relevant to the needs of the people and society, the State hereby declares the 8 following policies: (a) The State shall rationalize, modernize, and continuously improve the delivery of agriculture education at all levels, ensuring relevance to national development priorities and responsiveness to regional and local needs; (b) The State shall establish, maintain, and support a complete, coordinated, and integrated National Agriculture Education System encompassing formal and non-formal education, training, research, and extension services; (c) The State shall promote science-based, climate-resilient, and environmentally

sustainable approaches to agriculture education, integrating principles of food security, climate change adaptation and mitigation, biodiversity conservation, and sustainable natural resource management; (d) The State shall provide continuing education and skills training for farmers, farm workers, fisherfolk, foresters, and out-of-school youth in rural areas, particularly those belonging to marginalized and vulnerable sectors; and (e) Agriculture education shall be coordinated with national agricultural and rural development policies and shall be oriented toward enhancing the productivity and income of smallholder farmers, achieving food security, and promoting inclusive rural development. CHAPTER II DEFINITION OF TERMS

Sec. 3. Definition of Terms. - As used in this Act:

(a) Agriculture refers to the cultivation of the soil; the planting and harvesting of crops; the growing of fruit trees and other plants; the management of forests; the raising and care of livestock and poultry; aquaculture and the catching of fish and other aquatic resources; and all related post-harvest handling, processing, and marketing activities performed by farmers, fisherfolk, foresters, or other persons whether natural or juridical in connection with such operations. (b) Agriculture Education refers to organized and institutionalized instruction, research, and extension aimed at the development of professional, technical, and vocational competencies in the fields of crop science, animal science, agricultural engineering, fisheries, forestry, veterinary medicine, and allied disciplines, with environmental and sustainability principles integrated across all fields. CHAPTER III THE NATIONAL AGRICULTURE EDUCATION SYSTEM

Sec. 4. Establishment of the National Agriculture Education System. - There is

hereby established the National Agriculture Education System (NAES), which shall consist of a coordinated network of institutions delivering agriculture education across

1 the country. The NAES shall be composed primarily of existing qualified public and private 3 educational institutions that are hereby designated into the System in accordance with 4 the criteria and procedures set forth in this Act. The designation of institutions into 5 the NAES shall prioritize the rationalization, upgrading, and strengthening of existing 6 institutions. No new institution shall be created under this Act unless, after conducting a needs assessment and service area mapping, a determination is made pursuant to

Section 20 of this Act that no existing institution in a service area is qualified or capable

9 of being developed to fulfill the required role within the System. All institutions comprising the NAES shall continue to be governed by their respective charters, including as to their administrative organization and structures, unless otherwise provided in this Act.

Sec. 5. Components of the NAES. - The NAES shall be organized into five (5)

disciplinary subsystems, namely: (a) Agriculture; (b) Agricultural Engineering; (c) Fisheries; (d) Forestry; and (e) Veterinary Medicine. Environmental sustainability and climate resilience principles shall be integrated across all subsystems. Each subsystem shall operate within the framework of this Act while maintaining institutional governance structures in accordance with their respective charters, unless otherwise provided herein.

Sec. 6. The Agriculture Education Subsystem. - The Agriculture Education

Subsystem shall be composed of: (a) One (1) National College of Agriculture; (b) One (1) Regional College of Agriculture in each region; and (c) At least one (1) Technical Institute of Agriculture per province.

Sec. 7. The Agricultural Engineering Education Subsystem. - The Agricultural

Engineering Education Subsystem shall be composed of:

(a) One (1) National College of Agricultural Engineering; and (b) One (1) Regional College of Agricultural Engineering per region, co-located within the network of the Agriculture Education Subsystem, where feasible.

Sec. 8. The Fisheries Education Subsystem. - The Fisheries Education

5 Subsystem shall be composed of: 6 (a) One (1) Regional College of Fisheries to be strategically located in each of three (3) selected regions with significant fisheries industries; and (b) One (1) Regional Institute of Fisheries Technology per region.

Sec. 9. The Forestry Education Subsystem. - The Forestry Education Subsystem

shall be composed of: (a) One (1) National College of Forestry; and (b) One (1) Regional College of Forestry per region, co-located within the Agriculture Education Subsystem where feasible.

Sec. 10. The Veterinary Medicine Education Subsystem. - The Veterinary

Medicine Education Subsystem shall be composed of: (a) One (1) National College of Veterinary Medicine; and (b) Four (4) Regional Colleges of Veterinary Medicine to be strategically located in four (4) selected regions. CHAPTER IV ROLES AND FUNCTIONS OF INSTITUTIONS

Sec. 11. Roles and Functions of National Colleges. - The National Colleges

(NCs) shall serve as centers of excellence in their respective disciplines and shall: (a) Concentrate on post-graduate programs and develop curricular models for adoption across the NAES; (b) Lead the conduct of basic and applied research, scientific innovation, and knowledge generation in their respective disciplines; (c) Provide academic and technical assistance to Regional Colleges and Technical Institutes to support institutional development and build capacity in instruction, research, and extension; (d) Establish and maintain linkages with national and international agencies, academic institutions, and development partners to ensure currency with global

scientific advances and development trends; (e) Serve as a resource for the Government and private sector in policy formulation, program planning, evaluation, and professional development; and (f) Lead research and innovation on climate-resilient agriculture, sustainable resource management, and environmentally sound agricultural technologies.

Sec. 12. Roles and Functions of Regional Colleges. - The Regional Colleges

7 (RCs) shall serve as regional hubs for agriculture education and shall: (a) Deliver Bachelor of Science programs with selective engagement in post- graduate education, prioritizing disciplines of greatest regional demand; (b) Conduct adaptive and applied research addressing regional agricultural challenges, with complementary involvement in basic research and technology verification; (c) Provide technical and institutional support to Technical Institutes within their service areas to strengthen instructional quality, action research, and extension capacity; (d) Coordinate with government regional line agencies in program planning, evaluation, and human resource development for agriculture; and (e) Promote climate-resilient and environmentally sustainable agricultural practices responsive to regional ecological conditions.

Sec. 13. Roles and Functions of Regional Institutes of Fisheries Technology. -

The Regional Institutes of Fisheries Technology (RIFTs) shall: (a) Offer Diploma programs in Fisheries Technology designed to develop competent fisheries technicians for the fisheries industry; (b) Conduct technology verification and demonstration activities, and facilitate transfer of proven fisheries technologies to field technicians, fishermen, and fish farmers; (c) Coordinate with the Fishermen's Training Centers of the Bureau of Fisheries and Aquatic Resources (BFAR) under the Department of Agriculture in program planning, implementation, and evaluation; and (d) Provide instructional support to secondary schools offering fishery-related technical-vocational subjects.

Sec. 14. Roles and Functions of Technical Institutes of Agriculture. - The

2 Technical Institutes of Agriculture (TIAs) shall: (a) Offer technical and technology courses designed to develop the competencies of farmers, extension workers, and agri-entrepreneurs, with selective provision of post-secondary degree and non-degree programs; (b) Conduct action research, pilot demonstrations, and technology verification to advance agricultural innovation and transfer results to technicians and farmers through field days, short courses, and training programs; (c) Serve as provincial learning and technology resource centers for development agencies, local government units, smallholder farmers, and agribusiness entrepreneurs in program planning, technology adoption, and training; (d) Provide technical and instructional support to secondary and technical- vocational schools offering agriculture subjects; and (e) Promote climate-resilient farming systems, sustainable land management, and environmentally sound agricultural practices among farmers and agri- entrepreneurs.

Sec. 15. Continuing and Non-Formal Education. - All NAES member institutions

shall serve as agricultural training and continuing education centers in their respective service areas; Provided, That programs shall include training on climate adaptation, disaster risk reduction, and sustainable agricultural practices. They shall offer continuing education, adult learning, and short-course programs for line agency staff, farmers, fisherfolk, and community leaders to accelerate technology transfer, build rural enterprise capacity, and promote the significance of agriculture in national development. NAES institutions shall likewise assist students in income-generating projects and support graduate placement in the agricultural sector. CHAPTER V IMPLEMENTING AND COORDINATING MECHANISM

Sec. 16. Agricultural Education Development Council (AEDC). - The existing

Technical Panel for Agricultural Education (TPAE) under the Commission on Higher Education (CHED) is hereby transformed into the Agricultural Education Development Council (AEDC), a policy, advisory, coordinating, and standards-setting body for the

1 NAES. The AEDC shall be attached to CHED for purposes of policy alignment and 2 administrative coordination, and shall exercise independent authority in carrying out its mandate under this Act.

Sec. 17. Composition of the AEDC. - The AEDC shall be composed of the

5 following: 6 (a) The Chairperson of the Commission on Higher Education (CHED) as Ex-Officio Chairperson; (b) Seven (7) regular members, one (1) from each of the following fields: Crop Science, Animal Science, Agricultural Engineering, Fisheries, Forestry, Veterinary Medicine, and Agriculture Teacher Education; Provided, That each member shall be an outstanding scientist, educator, or practitioner in their respective field, nominated by recognized heads of faculties or professional organizations, and shall serve for a term of three (3) years, renewable once. From among themselves, a Vice-Chairperson shall be elected; (c) One (1) representative each from: the Department of Agriculture (DA); Department of Environment and Natural Resources (DENR); Department of Agrarian Reform (DAR); Department of Science and Technology (DOST); Department of Budget and Management (DBM); and the Department of Economy, Planning, and Development (DEPDev); (d) One (1) representative from the Professional Regulation Commission (PRC); (e) One (1) representative from the Philippine Federation of Professional Associations; (f) One (1) representative from the Federation or Association of Colleges of Agriculture in the Philippines; and (g) One (1) representative from the Fund for Assistance to Private Education (FAPE).

Sec. 18. Functions of the AEDC. - The AEDC shall have the following functions:

(a) Study and review the overall philosophy, goals, and strategic directions of agriculture education in relation to regional, national, and international developments, and formulate recommendations for policy reform; (b) Develop policy guidance and standards promoting climate-resilient and

environmentally sustainable agriculture education; (c) Assess and identify agriculture education, training, and employment needs of the country in consultation with DEPDev, DA, DENR, and other concerned agencies; (d) Conduct policy analysis, educational research, and evaluation studies, and recommend measures to improve agriculture education; (e) Formulate and recommend minimum standards and guidelines on curricula, faculty qualifications, physical facilities, library resources, student services, research outputs, and other quality criteria applicable to all NAES member institutions, consistent with the standards set by CHED; (f) Develop, implement, and monitor a coordinated mechanism of evaluation and accountability for NAES member institutions; (g) Establish and operate a Management Information System (MIS) for the NAES to support evidence-based policy development and planning; (h) Provide technical assistance to educational institutions in the planning, development, and implementation of agriculture education programs in coordination with relevant agencies; (i) Accept, manage, and recommend grants, donations, and other forms of funding for agriculture education research and development, in accordance with applicable accounting and auditing rules and regulations; (i) Appoint AEDC Secretariat staff upon the recommendation of the Executive Director, subject to civil service laws and applicable regulations; (k) Perform such other functions as may be necessary to carry out the purposes of this Act.

Sec. 19. Secretariat. - The AEDC shall be supported by a permanent Secretariat

headed by an Executive Director appointed by the AEDC. The Secretariat staff shall hold permanent civil service positions. The Secretariat office shall be housed at the institution designated as the National College of Agriculture. The AEDC may engage experts, consultants, and resource persons on a full-time or part-time basis through special detail, secondment, or contract, subject to guidelines approved by the AEDC and applicable procurement and civil service rules.

Sec. 20. Designation of NAES Institutions. - The AEDC, upon endorsement by

2 the appropriate provincial or regional development councils and in consultation with concerned stakeholders, shall recommend to the CHED Chairperson the designation, 4 conversion, upgrading, or reclassification of institutions as Technical Institutes of 5 Agriculture or Regional Institutes of Fisheries Technology within the NAES. The designation of institutions shall be transparent, merit-based, and consistent with national development priorities and regional needs, and shall: (a) Prioritize the rationalization, strengthening, and upgrading of existing institutions before the creation of new ones; (b) Be supported by a needs assessment and service area mapping conducted by the AEDC to ensure equitable access, functional specialization, and avoidance of unnecessary duplication; (c) Consider institutional capability, program quality, geographic accessibility, and alignment with regional agricultural priorities; (d) Be published in the Official Gazette and in at least two (2) newspapers of general circulation prior to taking effect; and (e) Be subject to periodic review by the AEDC every five (5) years to assess institutional performance, continued relevance, and compliance with NAES standards. Designated Technical Institutes shall be headed by a Director: Provided, That institutes attached to a mother institution shall have a Director by designation, whereas independent institutes shall have a Director with a permanent plantilla position: Provided, further, That the faculty of designated institutes shall be entitled to adopt the academic ranks and titles applicable to college faculty, subject to existing laws, civil service rules, and DBM regulations.

Sec. 21. Non-Chartered CHED-Managed Colleges. - Non-chartered colleges

managed by CHED that are designated to perform the role of Regional Colleges within the NAES shall conform to the organizational structure and staffing standards applicable to state colleges, in accordance with staffing standards prescribed by DBM, and shall comply with applicable CHED and AEDC standards. CHAPTER VI

FUNDING AND RESOURCE MOBILIZATION

Sec. 22. Budgetary Support for NAES Institutions. - The budgetary scheme for

3 NAES member institutions shall be as follows: (a) The current appropriations of public NAES institutions designated as National Colleges and Regional Colleges shall continue, and shall be reviewed and adjusted in succeeding fiscal years to reflect the requirements of their rationalized programs, subject to the approval of the DBM, and shall be included in the Annual General Appropriations Act; (b) Technical Institutes of Agriculture and Regional Institutes of Fisheries Technology within the NAES, whether newly designated or created under this Act, shall likewise be provided with budgetary support based on their approved programs and staffing patterns, as determined by the DBM, and shall be included in the Annual General Appropriations Act. Additional institutions established at the provincial level beyond the minimum required under this Act shall be funded primarily from provincial government appropriations; and (c) The AEDC shall be funded initially from the existing budget allocation for the TPAE under CHED. Upon the effectivity of this Act, the TPAE shall be dissolved, and all qualified personnel, assets, equipment, records, and ongoing projects shall be transferred to the AEDC. Thereafter, a separate annual budget of not less than Five Million Pesos (PHP 5,000,000.00) shall be appropriated for the AEDC in the General Appropriations Act.

Sec. 23. Agriculture Education Program Development Fund. - There is hereby

23 established the Agriculture Education Program Development Fund (AEPDF), to be administered by the AEDC, to support the development, improvement, and implementation of priority agriculture education programs, curriculum enhancement, faculty development, and farmers' entrepreneurial training programs of NAES member institutions. The initial capitalization of the AEPDF shall be Ten Million Pesos (PHP 10,000,000.00) per annum for a period of ten (10) years, to be included in the General Appropriations Act beginning in the fiscal year following the effectivity of this Act. The AEPDF may be invested in government bonds or other government-

1 guaranteed securities to generate additional income. Both the principal and earnings shall be utilized exclusively for the purposes authorized under this Act, subject to 3 government accounting and auditing rules and regulations. The AEDC shall render an annual report to Congress on the utilization and 5 status of the AEPDF.

Sec. 24. Fiduciary, Endowment, and Revolving Funds. - Pursuant to Presidential

7 Decree No. 711, fiduciary and revolving funds may be utilized, subject to applicable laws and COA and DBM regulations, by NAES institutions to support technology 9 demonstration, laboratory operations, experimental farms, and income-generating projects. NAES institutions are authorized to accumulate endowment funds from savings, earnings, donations, and other external sources for the following purposes: professorial chairs; faculty fellowship programs; employee incentive and awards systems; and similar academic advancement programs. All such funds shall be managed and disbursed in accordance with applicable laws, Commission on Audit (COA) regulations, and guidelines issued by the AEDC. CHAPTER VII INCENTIVES AND BENEFITS

Sec. 25. Incentives for Private Institutions. - Private colleges and universities

designated within the NAES shall be primarily funded from their own institutional resources. To support their participation in the NAES, they shall be eligible for: (a) Grants and subsidies from the Fund for Assistance to Private Education (FAPE); (b) National education development grants and subsidies available to NAES institutions; (c) Flexible tuition and other school fee setting consistent with existing laws and CHED guidelines; and Tax exemptions on the importation of books, laboratory equipment, agricultural (d) machinery, and other educational materials, in accordance with applicable tax laws and regulations, and subject to existing incentive frameworks.

Sec. 26. Incentives for Agriculture Education Graduates. - To encourage

agriculture education graduates to contribute to national development, the following incentives are hereby established:

(a) Agriculture Education Entrepreneurial Loan. Agriculture education graduates who wish to establish agribusiness or agri-related enterprises may avail of a startup loan not exceeding One Hundred Thousand Pesos (PHP 100,000.00), subject to the submission of authenticated academic credentials, a viable feasibility study, and security acceptable to the lending institution. The Bangko Sentral ng Pilipinas shall, in coordination with the Land Bank of the Philippines and other interested commercial or cooperative banks and with technical assistance from the AEDC, establish the guidelines and operational mechanisms for this loan program; and (b) Tax Incentives. Graduates who venture into priority agribusiness processing and manufacturing industries may avail of fiscal incentives under the Investment Priorities Plan administered by the Board of Investments, in accordance with applicable investment promotion laws. CHAPTER VIII ACCOUNTABILITY AND REPORTING

Sec. 27. Monitoring and Evaluation. - The AEDC shall develop and implement

a comprehensive monitoring and evaluation framework for the NAES. The framework shall include measurable performance indicators covering enrollment, graduate employability, research output, technology transfer, farmer training outcomes, and climate resilience adoption and sustainable agriculture practices. The AEDC shall conduct periodic institutional performance reviews and publish the results.

Sec. 28. Annual Report. - The AEDC shall submit an annual report to the

23 President of the Philippines, the Senate, and the House of Representatives on the status of agriculture education in the country, the performance of NAES member institutions, the utilization of the AEPDF and other funds, and recommendations for legislative and policy action.

Sec. 29. Congressional Oversight. - The appropriate committees of the Senate

and the House of Representatives shall conduct periodic oversight hearings to review the implementation of this Act and the performance of the NAES. CHAPTER IX FINAL PROVISIONS

Sec. 30. Implementing Rules and Regulations. - The AEDC, in consultation

2 with CHED and other relevant agencies, shall formulate the Implementing Rules and 3 Regulations (IRR) of this Act within ninety (90) days from its effectivity.

Sec. 31. Separability Clause. - If any portion or provision of this Act is declared

5 unconstitutional, the remainder of this Act or any provisions not affected thereby shall 6 remain in force and effect.

Sec. 32. Repealing Clause. - Any law, presidential decree or issuance, executive

8 order, letter of instruction, rule or regulation inconsistent with the provisions of this 9 Act is hereby repealed or modified accordingly.

Sec. 33. Effectivity. - This Act shall take effect after fifteen (15) days following

its complete publication in the Official Gazette or a newspaper of general circulation. Approved,