Fernan Carigma

To create alternative pathways for teacher licensure and address the workforce shortage, senators and education stakeholders are considering amendments to Republic Act (RA) No. 7836, also known as the Philippine Teachers Professionalization Act of 1994.


The Senate Civil Service, Government Reorganization, and Professional Regulation Subcommittee led by Senator Sherwin Gatchalian, convened to discuss proposals to enable teacher certification through non-traditional methods. 

This initiative aims to diversify the licensure process beyond the current requirement of passing the Licensure Examination for Teachers (LET), March 19.

Under RA No. 7836, aspiring teachers must pass the LET, which is administered by the Professional Regulation Commission (PRC), to obtain their licenses.

The Teacher Education Council (TEC) has proposed alternative certification methods, including project-based assessments, portfolios, presentations, and multimedia outputs to evaluate teaching competencies.

Gatchalian emphasized that any alternative pathways must be evidence-based and designed to meet the evolving demands of education.

"Admittedly, these pathways are quite innovative, outside of the usual licensure procedure, but they aim to expand licensure methodology in our country," Gatchalian added.

TEC officials argued that the LET does not align with modern teacher education programs, particularly for graduates of Early Childhood Education (BECEd) and Special Needs Education (BSNEd), who are required to take general elementary education exams despite their different areas of specialization.

Education experts emphasized that alternative licensure methods could offer a more inclusive and competency-based assessment for aspiring teachers.

The Organization for Economic Cooperation and Development (OECD) supports these alternative pathways, noting that they can lower barriers to entry while maintaining professional standards within the teaching workforce.

Legal concerns have been raised regarding the government's role in regulating teacher certification. Gatchalian emphasized that regulatory laws define licensure criteria, while the PRC is responsible for their implementation.

"The regulatory law dictates who can be teachers, and the PRC simply implements it," he explained, underscoring the need to establish clear legal provisions for new pathways.

Reports from EDCOM 2 (2025) and UNESCO (2024) highlighted significant disparities in teacher assignments, with many junior high school educators teaching subjects outside their areas of expertise.

Proponents advocate for expanding certification options as a means to address these challenges, emphasizing the need for teachers to be evaluated based on their practical skills rather than solely on written examinations.

The Senate will continue discussions through a Technical Working Group (TWG) to refine the proposals.

The committee is expected to maintain discussions, incorporating expert recommendations and legal considerations to determine the most effective approach for professionalizing the teaching workforce.