186. Make vaccination voluntary for students, teachers, and non-teaching personnel reporting to schools and provide free RT-PCR tests and antigen tests should they be required from those not fully vaccinated. 187. Strengthen psychological and mental health programs for students and faculty. 188. Highlight the importance of the role of the parents and guardians of children with disabilities because sometimes they themselves become barriers to the rights of their child. 189. Creating a bureau for alternative learning systems can reinforce and expand their gains and implementation. 190. Empower the youth with the ability to build competencies in life and work, particularly their soft skills such as communication, working with a team, and resilience, and provide them with more opportunities to be connected with the stakeholders in their current field of work. 191. Boost information dissemination to different schools and colleges, such as through info drives and campaigns about the jobs related to the degree programs offered in the said learning institutions; for instance, the Department of Agriculture can provide information about agricultural jobs in universities. 192. Develop bridging programs for those whose on-the-job training has been done online to allow them to practice hands-on the skills they had learned before going to their places of work. 193. Support the immersion of K to 12 graduates by subsidizing paid internships not necessarily by the national government but by organizations that cannot afford paid internships. 194. Establish a feedback system in the DepEd for the private sector to raise issues and challenges they have observed that students and new graduates are encountering. 195. Local government units should work with the DepEd and City Development Programming to keep track of learners after senior high school. 196. Efforts to follow through with the graduates should be standardized, so schools have the data and information to support their graduates. 197. For persons with disabilities, soft skills training is not enough. There should be assessment tools to gauge their skill level to see aspects that need to be enhanced so they can be job-ready or livelihood-ready. 198. Enhance skills training such as on technology that will equalize opportunities for persons with disabilities with people without disabilities. 64