MR. BART E.

VILLANUEVA
Discussant
DISTRIBUTION OF 1,943 HIGHER EDUCATION INSTITUTIONS
AY2016-2017

1,710 88% Private HEIs

State Universities
112* 5.8% and Colleges
Local Universities
107** 5.5% and Colleges

14 0.7% Other Gov’t HEIs

* For AY 2017-18, there will only be 111 Main SUCs due to

the amalgamation of MUST and MOSCAT to USTSP.
** Out of 107, 18 are now CHED-recognized (As of 31 August 2017)
 HIGHER
EDUCATION
GROSS
ENROLLME
NT RATIO
BY REGION

AY 2016 - 2017
 SUCs

36
%
887,258
DISTRIBUTION 2,482,844
TOTAL STUDENTS
OF STUDENT
ENROLLMENT
PRIVATE
HEIs
(Undergraduate 56.3
) LUCs
%
AY 2017 - 1,389,078 7.7
2018
%
SOCIO-
ECONOMIC
PROFILE OF
STUDENTS 82 88
74 76
69

IN SUCs
60 54
47
31 32

WHERE 2014 2016 2014 2016 2014 2016 2014 2016 2014 2016

RICHEST 20%
STUDENTS GO POOREST
20%
SECOND
20%
MIDDLE
20%
FOURTH
20%
12
FOR COLLEGE, BY 18
26 24 31
INCOME CLASS 40
53
46
69 68
SUCs

PRIVATE HEIs

Source: UniFAST calculations using APIS 2014 and APIS 2016

 WHY 16-22 YEAR OLD HIGH SCHOOL
LACK OF GRADUATES
IN BOTTOM 40% ARE NOT IN SCHOOL
RESOURCES IS
THE MAIN 32.1% High cost of education
DETERMINANT 26.0% Looking for
FOR work

CONTINUED
EDUCATION 25.7% Family
matters

13.1% Lack of interest

1.5% Illness / Disability | 1.5% Others | 0.2% Accessibility of school
 3 6 11 24 52
THE POOREST % % % % %
LESS
7%
ARE 13%

LIKELY TO 30
%
22%

GO TO 44
%
COLLEGE AND 57
39%

LESS LIKELY %

TO 71
% 65%

GRADUATE
TERTIARY
LEVEL 86
GRADUATE %

PROCEED TO
TERTIARY
SECONDARY
GRADUATE
POOREST SECOND MIDDLE FOURTH RICHEST 20%
Students who belong to
families at the bottom
201
6

QUINTILE
644,710
2018 TARGET BENEFICIARIES
20% of our population is 5

already being supported 34,698 MERIT SCHOLARSHIPS

Scholarship Grants
by the government P733 Million and Iskolar ng Bayan
through the Expanded Act
Students’ Grants-In-Aid
Program for Poverty
QUINTILE
4
566,625 FINANCIAL
ASSISTANCE
P6.8 Billion Grants-in-Aid, Student
Alleviation (ESGP-PA) Loans, and Tulong
jointly executed by DSWD, Dunong in CHED and
CHED, and SUCs. QUINTILE SUCs*
2,934 TARGETED GRANTS
3
In partnership with:
P106 Million DND, PAMANA,
QUINTILE OPAPP, SRA
2

40,453 E-SGPPA SLOTS

40,453 FOR THE POOREST
E-SGPPA for Pantawid
QUINTILE
P2.5 Billion Beneficiaries*
1
 PERSISTENT Limited access to quality higher education
●

for the deserving poor and disadvantaged

ISSUES ● Need for a strategic roadmap in the

development of PUBLIC higher education
institutions, while delineating the role of
PRIVATE higher education
IN HIGHER EDUCATION
● Need to improve quality of programs in
both public and private HEIs in
coordination with K-12
● Deteriorating quality that has led to skills-
jobs mismatch, low productivity in research
and development, and a deficient science and
innovation culture
UNPRECEDENTED
INVESTMENTS IN
HIGHER EDUCATION
to expand access and to upgrade
State Universities and Colleges
IMPROVING ACCESS & COVERAGE
EQUITABILITY OF COLLEGE All Filipino students enrolling
EDUCATION in undergraduate programs in
SUCs for AY 2017-2018, subject
P8.317 Billion Free Tuition in to the President’s prioritization
directive and availability of
State Universities & funds
Colleges Includes subsidy for Filipino
Academic Year 2017-18 Doctor of Medicine students

990,899 111
TARGET BENEFICIARIES STATEUNIVERSITIES
&COLLEGES
MEDICAL EDUCATION SCHOLARSHIPS
CASH GRANT TO MEDICAL STUDENTS IN SUCS PER JMC 2017-4
Special Provisions No. 6 Applicable to SUCs, Volume 1-A. page 964 of R.A. No. 10924
also known as the General Appropriations Act (GAA) of FY 2017

STUDENTS
UNIVERSITY
ENROLLED

Mariano Marcos State University 95

University of Northern Philippines 298

Cagayan State University 454

Bicol University 249

West Visayas State University-Main 140

University of the Philippines-Leyte

Mindanao State University-Main
University of the Philippines-Manila
TOTAL
267 Of the P317 Million budgeted for 2017, P122 Million
is projected to be utilized for the First Semester
660
while the remaining amounts shall be budgeted for
2,163 the Second Semester.
 OVERALL
BUDGETARY
ALLOCATION
OF SUCs

CO

MOOE

PS Regular 35,934,6 42,279, 47,414, 58,718, 61,431,6

25 507 727 377 72
FY 2014 GAA FY2015 GAA FY 2016 GAA FY 2017 GAA FY 2018 NEP
ADDITIONAL
FACULTY
PLANTILLA
ITEMS
ADDITIONAL FACULTY ADDITIONAL FACULTY
REGION ITEMS NEEDED
REGION ITEMS NEEDED

NC 3,427 VI 1,41

REQUIREMENT
R 6
I 940 VII 2,068
CA 386 VII 1,52
R I 5449
II 1,80 IX
3
3,188 749
III X

IV- 2,574 XI 699

A
IV- 1,01 XI 690
B 6 I
V 1,059 CARAGA 492

Based on Required no. of Plantilla based on 1:25 FS Ratio

and existing no. of faculty with plantilla
Republic Act
10931
UNIVERSAL
ACCESS TO
QUALITY
TERTIARY
EDUCATION
 THE UNIFIED FINANCIAL ASSISTANCE SYSTEM
FOR TERTIARY EDUCATION (UNIFAST) ACT

I. To allocate and utilize properly IV. To produce a pool of highly

all government resources
intended for students through
effective beneficiary-targeting;
II. To ensure consistency,
continuity, and efficient
coordination of student
financial assistance policies
and programs;
III. To ensure regional equity in
the distribution of student
financial assistance slots;.
qualified graduates and technical
experts who will contribute to the
country’s high-level labor force
through merit and talent-based
Scholarships;
V. To facilitate access to quality
education through Grants-in-Aid
for students belonging to
marginalized sectors; and
VI. To assist students with liquidity
issues through Student Loans.
 THE UNIVERSAL ACCESS TO QUALITY
TERTIARY EDUCATION ACT

I. Provide adequate funding and IV. Ensure the optimized utilization

such other mechanisms to
increase the participation rate
among all socioeconomic
classes in tertiary education;
II. Provide all Filipinos with equal
opportunity to quality tertiary
education in both the private and
public educational institutions:
III. Give priority to students who
are academically able and who
come from poor families;
of government resources in
education;
V. Provide adequate guidance and
incentives in channeling young
Filipinos in their career
choices and towards the
proper development and
utilization of human resources;
and
VI. Recognize the complementary
roles of public and private
institutions in tertiary
educational system.
 FREE FREE SHORT-TERM LONG TERM
TES
WHICH HE TVET SLP SLP

SUC YES
ARE YES
ELIGIBLE LUC If CHED-
recognized YES
If
YES
If included in
YES
If included in
TBD
Yet to be

TO
offering the list of the Registry & determined by

TTI NO TESDA-
registered
Registry of
Quality-
if DBP provided
funding after
the Board
whether SLP
TVET Assured their due Partner-

PROVIDE LGU-run

TVI NO
Programs &
Institutions
diligence
assessment of
the institution
Banks
exclusively or
with SLP
Partner-
educational
PRIVATE institutions
NO NO
TVI
PRIVATE
NO NO
HEI
TERTIARY Eligible students shall A separate grant to cover

EDUCATIO
be awarded the TES special circumstances
before the start of the mentioned in the law
Academic Year may be created
N The benefit package shall
vary depending on where
(i.e. need to take board exams and

SUBSIDY
they will study:
1.
The TES shall be the
national grants-in-aid
program and it shall
be administered by
being a person with disability)
but shall only be accessible to
students who satisfy specific
Eligible students going conditions in the IRR
to private HEIs shall
receive the full benefit
package consisting of
“TOSF TES” and “Cost of
Living” TES

the UniFAST Board: 2. Eligible students going to

public HEIs shall only
receive the “Cost of Living”
TES, as TOSF is already
free in their institutions
National How can we develop an effective and

student sustainable National Student Loan Program

that allows us to address the following
issues:
loan ● Targeting to ensure that it supports
those who need it most
program ● Difficulty in determining family
subject to income (as a basis for determining
continuous
loan eligibility)
improvement until
the best working ● Tracking graduates following
models are reached
by AY 2020
graduation to ensure repayment
ONGOING ● Ensure that lessons / problems
DISCUSSIONS encountered in P8 Billion Free Tuition is

ON THE IRR
incorporated in the Implementing
Rules and Regulations (IRR) of RA 10931
OF RA 10931 ● Return Service component
● How to make Student Loan Program
work
STEPS FORWARD
To address REGIONAL INEQUITIES in ACCESS
● Is it serving the underserved and the poorest?
● Is it accessible to those living in more isolated communities?
● How do we work with SUCs in making their admission policies inclusive, and
what can SUCs do to improve retention and completion rates?

To determine quality indicators for SUCs

● Ensuring that SUCs do not overextend their capacity
● Assessing capacity of SUCs in providing quality education and a conducive
learning environment, vis-a-vis seat capacity (eg. Availability of dormitories,
facilities and libraries, number of faculty and staff, among others)

To ensure responsiveness and relevance of SUCs to regional

needs