STUDENTS’ AWARENESS, PERCEIVED IMLEMENTATION AND SATISFACTION OF THE POLICIES AND GUIDELINES OF CAPIZ STATE

UNIVERSITY

JERINE L. BENEDICTO

JOHN RIEL LERIO

KIENT JERWIN TUNGALA

MIE VILLANUEVA

2022

INTRODUCTION
CHAPTER I

Background of the Study

A university policy and guidelines establish operating procedures and create standards of quality for learning and teaching, as well as set out expectations

and accountability. Without these, schools would lack the structure and function necessary to provide the educational needs of the students. Therefore, policies and

guidelines are key for the success of a schools or universities, and provide many other privileges pertaining that they are written well, to the point and kept up to date

(https.//savedyouaspot.com/2021/04/14/the-importance-of-policies-in-schools/).

In reality, as everyone cannot be everywhere all the time to ensure that people carry out their tasks correctly and responsibly; policies provide useful and

necessary assistance to ensure this (https.//savedyouaspot.com/2021/04/14/the-importance-of-policies-in-schools/). According to CHED Memorandum no. 9 series of

2013 article II section 7 HEI’s should ensure the implementation of the policies and guidelines and provide mechanism for its monitoring and evaluation. Adherence to

this, the study sought to evaluate the level of awareness of the college students as well as their perceived implementation and satisfaction of the policies and guidelines

of capiz state university Burias Campus.

This research aims to mirror the abdications that occurs in university, encourage university leaders on making necessary changes, , create improvements ,

offers policymakers and institutions a new strategy to develop other effective ways which can surely foster a spur change towards the policies and guidelines of the

university.

Statement of the Problem

1. What are the policies and guidelines of Capiz State University?

2. What are the policies and guidelines of Capiz State University that the CAPSU Burias students are most familiar with?

3. What is the level of implementation of the policies and guidelines of the Capiz State University?

4. What is the level of satisfaction of the respondents on the policies and guidelines of the Capiz State University
5. What is the level of Awareness to the policies and guidelines of Capiz State University perceived by Burias campus students when they are grouped

according age, sex, educational attainment of parents, monthly family income, number of siblings, occupation of parents, household size, place of residence (rural or

poblacion), access to internet, and general weighted average for the last two semesters?

6. What is the level of satisfaction to the policies and guidelines of Capiz State University perceived by Burias campus students when they are grouped

according age, sex, educational attainment of parents, monthly family income, number of siblings, occupation of parents, household size, place of residence (rural or

poblacion), access to internet, and general weighted average for the last two semesters?

7. Is there a significant difference in the level of effectiveness to the policies and guidelines of Capiz State University perceived by Burias campus students

when they are grouped according age, sex, educational attainment of parents, monthly family income, number of siblings, occupation of parents, household size, place

of residence (rural or poblacion), access to internet and general weighted average for the last two semesters?

8. Is there a significant difference in the level of satisfaction to the policies and guidelines of Capiz State University perceived by Burias campus students

when they are grouped according age, sex, educational attainment of parents, monthly family income, number of siblings, occupation of parents, household size, place

of residence (rural or poblacion), access to internet and general weighted average for the last two semesters?

9. What are the problems encountered by Capiz State University Burias campus students in following the Policies and Guidelines?

Hypotheses of the Study

The following null hypothesis will be tested:

1. There is no significant difference in the level of effectiveness to the policies and guidelines of Capiz State University as perceived by respondents when

they are grouped according age, sex, educational attainment of parents, monthly family income, number of siblings, occupation of parents, household size, place of

residence (rural or poblacion), access to internet and general weighted average for the last two semesters.

2. There is no significant difference in the level of satisfaction of the respondents on the policies and guidelines of Capiz State University when they are

grouped according age, sex, educational attainment of parents, monthly family income, number of siblings, occupation of parents, household size, place of residence

(rural or poblacion), access to internet and general weighted average for the last two semesters.

Theoretical Framework
This study will be anchored to the Philippines 1987 Constitution, Article 14 Section 1 that the state shall protect and promote the right of all citizens to

quality education at all levels, and shall take appropriate steps to make such education accessible to all, Section 5 (5) the state shall assign the highest budgetary priority

to education and ensure that teaching will attract and retain its rightful share of the best available talents through adequate remuneration and fulfillment.

Moreover, this study will be also based on Public Choices in Public Higher Education (John M. Quigley, Daniel L. Rubinfeld, 1993) Spending on public higher

education represents a substantial component of many state budgets. In 1989, spending on higher education accounted for 20 percent of total direct general spending by

states and exceeded 25 percent in 11 states. Given its significance for state budgets, state legislators must continually grapple with issues such as how much public

higher education to provide, of what kinds, at what quality, and at what price to students.

Finally, this study will also be based on Theory on Public Policy Implementation which involves translating the goals and objectives of policy into action as an

essential component in the process of policy formulation. It is a lengthy process that starts by designing a policy's content and achieving the results. Policy

implementation is one of the most challenging aspects of the policy process. Paneo et al. (2017, p.20) stated that "policy is only a good plan stored in the archive if not

implemented correctly." Policy implementation is inextricably linked to the political process of governing (Schofield, 2001, p284).

The government has been trying to rationalize the state sector by putting a halt to the establishment of new course programs by state universities and local colleges that

do not meet the standards set by CHED, by encouraging rationalization and hopefully reducing course duplication. It is also trying to raise standards through the

introduction of quality institutional sustainability assessment.

“For the government to truly improve the quality assurance system of education, it should provide strong data on the performance of schools. Once analysis is provided

on the 10 best- or worst-performing schools, the market will be able to decide based on this information,” Chito Salazar, president and CEO of Phinma Education, told

OBG PHILIPPINE QUALIFICATIONS FRAMEWORK: In addition, the government has enhanced the Philippine Qualifications Framework (PQF) to put it in line

with the ASEAN Qualifications Reference Framework and ensure academic programs meet international standards. “The PQF can significantly reduce jobs-skills

mismatch. It can also boost international confidence among Filipino workers by making them more competitive and employable,” Senator Joel Villanueva, a former

TESDA director-general, said in August 2016. The government is committed to creating a system that is more aligned to 21st century needs, positioning higher

education as an accelerator for innovation and inclusive development. It is encouraging cooperation between academia and industry, supporting the professional

development of teaching and research staff who want to complete their doctorate, and promoting research cooperation between institutions and across borders.
Conceptual Framework

This study will be based on the Perceived Effectiveness and Level of Satisfaction of CAPSU Burias Students on the Education Policies and Programs of the Duterte

Administration in the SUC’s implemented by Capiz State University may be influenced by the following factors such as age, sex, educational attainment of parent’s,

monthly family income, number of siblings studying, Occupation of parent’s, household size, place of residence(Rural or Poblacion), access to internet, and General

Weigh Average on the last two semester.

PERCEIVED EFFECTIVENESS

Socio Demographic Profile

LEVEL OF SATISFACTION
Age

Sex

Educational attainment of parents

Figure 1 shows the flow of the relationships between the two groups of variables: the dependent and the independent variables.

Monthly family income

Number of siblings studying

Occupation of parent’s

Household size

Place of Residence

Access to internet.
Significance of the Study

The Study aims to determine the effectiveness and level of satisfaction of CAPSU Burias students on Education policies and programs of Duterte administration in the

SUC's Implemented by Capiz State University. The findings of the investigation may be beneficial to the following:

National Government, they can review what are the policies and programs of Duterte Administation in the SUC's that they need to properly implemented to fully

satisfy and effectively deliver a good service and quality education to the students.

Senators and Members of the Congress, they can create/ amend the law/s that can further strengthen the policies and programs of the Duterte Administration in the

SUC's to strengthen, given enough funding and proper system for the policies and programs to run in the sustainable manner.

Commission on Higher Education, they can assess on what area of the policies and programs they need to review or make change in order to be effectively and can

satisfy the students.

Capiz State University, they can assess on what policies and programs of Duterte administration they are not performing well, so that they can strategize on how to

futher develop their system to create a good learning environment for the students.

Students, who are willing to examine what are the different projects and policies of Duterte administration that they enjoy.

Scope and Limitations of the Study

The study was limited to the level of awareness, effectiveness and satisfaction to the policies and guidelines of Capiz State University. The respondents of

st rd
this study will be the selected 1 year to 3 year students from the Four Colleges of the Capiz State University Burias campus. This study will be conducted to the

Capiz State University (Burias Campus) during the Academic Year 2022-2023.
Definition of Terms

For the purpose of better understanding of the study, the following terminologies were conceptually and operationally defined:

Effectiveness refers to the degree of producing the aimed result.

Estimation continues work begun during initiation or systematic investigation of a problem and thoughtful assessment of options and alternatives are its characteristic

tasks. Specifically, estimation concerns the accurate determination of all likely costs and benefits that are expected to flow from decisions taken during the subsequent,

or selection, stage of the overall process.

Evaluation is also called upon to conduct quick ex-post analyses. That is, to conduct analyses of operating programs, to determine whether they are producing the

desired results, to recommend whether they ought to be modified, and even to determine whether resources should be shifted to other programs.

Implementation is an important but frequently overlooked step in the general policy process model. It is a carefully considered steps in the policy process and thereby

intensify the original problem. The process, then, warrants our careful attention

Satisfaction is the degree wherein it fulfil the expected result of the policies or programs.

Selection is the choice among policy alternatives that have been generated and their likely effects on the problem estimated. It is the decision-making stage of the

policy process. It is the most overtly political stage insofar as the many potential solutions to a given problem must somehow be winnowed down and but one or a

select few picked and readied for use.

Termination generally refers to the adjustment of policies and programs that have become dysfunctional, redundant, outmoded, unnecessary, or even

counterproductive. As termination is the finish of one set of expectations, rules and practices, a sense of finality is easily seen in the concept.
CHAPTER II

REVIEW OF RELATED LITERATURE

FREE TUITION 2017 PROGRAM

Rodrigo Duterte enactment of the UniFAST Act, the Free Tuition 2017 program pave way for the government’s first attempt in providing free quality tertiary education

in the country. This program, as stipulated in the special provisions of the 2017 GAA9 , covers all Filipino students enrolled in undergraduate programs in SUCs during

AY 2017-2018. The total budget, amounting to PHP8 billion, was based on each SUC’s estimated income from tuition fee collections as reported in the DBM’s 2017

Budget of Expenditures and Sources of Financing (BESF).

This was followed by the Joint Memorandum Circular (JMC) No. 2017-1 of the DBM and CHED lays out the specific guidelines and requirements for the

implementation of the Free Tuition 2017 program. It states that priority should be given to existing StuFAP beneficiaries, followed by non-StuFAP beneficiaries but

subject to the availability of funds and certain prioritization scheme based on their year level and economic status. The tuition expense of StuFAP beneficiaries who

receive more than PHP15,000 in total annual benefits shall be charged against their original StuFAP allocations, while those whose total annual benefits are PHP15,000

or less, fees shall be charged against the SUC’s Free Tuition 2017 budget. Among the non-StuFAP beneficiaries, priority was given to continuing students that are: (1)

graduating within a semester or academic year; (2) non-graduating students that are beneficiaries of the Pantawid Pamilyang Pilipino Program (4Ps) and/or classified as

poor in the national household poverty targeting system (Listahanan); and (3) non-graduating students ranked based on household income. The applicants may submit

any of the following documentary requirements as proof of income: (a) Income Tax Return (ITR); (b) BIR Form 2316; (c) BIR Certificate of Exemption from Filing of

ITR; (d) Barangay Certificate of Indigency; (e) Certification from the DSWD; (f) Overseas Filipino Worker (OFW) Certificate of Employment Contract; (g) Other

government-issued documents that indicate the income earnings of member(s) of the household who would be responsible for the financing of the student’s cost of
education. Subject to availability of funds in the HESF of the school, new enrollees and returning students can also avail of the free tuition benefit following the same

prioritization scheme for continuing students.

In the same Circular, SUCs are instructed to assess their respective students’ eligibility to avail of the Free Tuition 2017 program as early as four weeks before the

enrollment period. However, since the Circular was issued only in April 2017, the remaining time leading up to the enrollment period, especially for schools opening in

June, may be a little short. Students whose main consideration is their financial capacity to enter college may have decided not to continue with their enrollment given

no prior information that tertiary education will be free in AY 2017-2018.

In 2018, the Commission on Audit (COA) highlighted the program’s low disbursement rate for CY 2017 which reached only about 18.1 percent (equivalent to PHP1.45

billion). The CHED however clarified that the COA report only includes the first semester payments to the schools. In their statement, CHED reported having already

paid majority of the SUCs’ second semester reimbursement claims, as well as the entire first semester claims (CHED, 2018). According to them, the main bottleneck in

the disbursement process is the delay in submission of billing claims because the SUCs had been required to follow the guidelines prescribed in the 2017 GAA, which

states the need to prioritize “poor but deserving students”.

The CHED-UniFAST also encountered an issue in reconciling the amount of billing of the SUCs vis-à-vis their allocated budget. Section 6.1.1. of the JMC notes that

the basis of the grant per SUC is its estimated tuition fee income that was declared in Table G of the DBM’s 2017 Budget of Expenditures and Sources of Financing

(BESF). However, according to the UniFAST, there were mismatches in the referenced tuition income in the BESF and the actual tuition income reimbursements billed

by the schools. There were SUCs which required more funding to cover the actual cost of implementation of the Free Tuition 2017 program; and then there were those

which had more allocation than their actual reimbursements. The part of the excess budget from the latter, which amounted to PHP1.25 billion, was reallocated10 to

those which needed additional funding (e.g. University of the Philippines). As of January 2019, about PHP 6.93 billion had been disbursed to SUCs for the first and

second semester of AY 2017- 2018. Of the remaining, PHP1.07 billion, two more SUCs with billings submitted beyond the deadline are to be reimbursed with PHP

0.013 billion.

Section 8 of the JMC stipulates the reporting requirements that must be submitted by the stakeholders, namely, the SUCs, CHED Regional Offices (CHEDROs), and

the CHED. It specifies the timeline and the specific document needed from each stakeholder. However, despite this provision in the Circular, the implementation was
still beset with delays because of several factors, as mentioned earlier. One of the frequently mentioned reasons was the sudden changes in the documentary

requirements and templates as reported by some interview respondents. In terms of program organization, an administrative support of 0.5% of the HESF was allotted

to CHED to finance the implementation of the program. This includes payments to expenses incurred in advocacy campaigns and promotions, technical assistance, and

monitoring and evaluation, among others.

REPUBLIC ACT NO. 10931 OR FREE TUITION LAW

Following the implementation of the Free Tuition Program in 2017, RA No. 10931 or the “Universal Access to Quality Tertiary Education Act” was enacted the

succeeding year to cover not only the SUCs, but all the tertiary education providers in the country. It has four components: first, is the free higher education (FHE),

which refers to the provision of free tuition and miscellaneous fees to students enrolled in SUCs and LUCs; second is the free technical-vocational education and

training (TVET) which covers all state-run post-secondary TVIs; third is the Tertiary Education Subsidy (TES), which serves as additional financial assistance to all

deserving students who are selected based on certain prioritization parameters; and, fourth is the national Student Loan Program (SLP), which offers short- and long-

term loans to all deserving Filipino students. For the purposes of this study, only the FHE, TES, and SLP shall be covered in the discussion henceforth.

In general, the law applies to all Filipino students who are currently enrolled or will enroll at any time after the effectivity of the Act, in any SUC, STVI, CHED-

recognized LUC, or private HEI listed in the UniFAST Registry. The UniFAST Registry is the list of government recognized HEIs that are qualified to avail of the

applicable benefits under RA No. 10931. Section 3 of the IRR, which is also linked to the UniFAST Law, specifically defines it as the list of “quality-assured academic

and research programs and tertiary institutions that have been certified by the CHED and/or TESDA”. Box 1 presents the different quality assurance schemes

implemented by CHED for each type of HEI.

Box 1. Government-recognized HEIs and quality assurance

Pursuant to RA No. 7722, or the Higher Education Act of 1994, the CHED is mandated to promote quality tertiary education, among others. To do this, the CHED

issues two types of accreditation – one is institutional and the other is programs-based. Technically, all HEIs are required to ensure that they provide quality

education by being accredited, not just institutionally, but all of its programs need to be 100 percent compliant. However, in practice, this is not easily done

especially in the case of LUCs.

The CHED, through CHED Memorandum Orders (CMO), executes various policies, standards and guidelines (PSGs) that are meant to ensure that HEIs in the

country abide by the same quality standards. For private HEIs, standards are anchored on CMO No. 40, series of 2008, or the “Manual of Regulations for Private

Higher Education of 2008”. In establishing private HEIs, concerned parties first need to acquire a government permit-to-operate, which is of temporary nature.

They are given about 1-2 years to comply with the requirements. After this period, the HEI needs to re-apply for government recognition for permanent status; but,

if there are still areas of non-compliance, it will be given a permit valid for one year. Should they still fail to comply after the one-year grace period, it will be

phased out and will be ordered for gradual or outright shutdown.

In the case of SUCs, since they are creations of law (i.e., 100 percent program compliance), CHED accreditation is done only through the issuance of
operations of LUCs. They are independent in the sense that they are creations of local government ordinances set by their respective municipal or city councils. In an attempt

to increase the number of government-recognized LUCs, the CHED released CMO No. 32, series of 2006, or the so-called “Policies, Standards and Guidelines on the

Establishment and Operation of Local Colleges and Universities” to set the minimum standards and guidelines that LGUs must comply with should it propose to establish

and/or operate local HEI. In the said CMO, the CHED asserts its mandated power and function, as stipulated in Section 8(m) of RA No. 7722 (“Higher Education Act of

1994), to ensure that all higher education institutions (i.e. both public and private) in the country provide quality tertiary education. CMO No. 4, s. of 2007 provides for the

IRR of the CMO No. 32, s. 2006. This requires LGUs who intend to establish and operate a local HEI to consult with the CHED Regional Office for assistance in complying

with CHED standards and requirements, as stipulated in Sections 2 to 4, Article V of CMO No. 32.

An important provision in the IRR of CMO No. 32 is in Rule XII, which requires existing local HEIs with the title “University” or “Pamantasan” in its name to undergo the

assessment set by CHED. Should the local HEI, which carries the university status, fail to comply in required standards, it shall be given eight (8) years to comply with the

same. However, should it still fail to comply after the eight-year incubation period, the CHED must recommend to the LGU for a change of status from University (i.e.

University/Pamantasan/Universidad in the name) to College through an amendment in its Ordinance. Based on the interview conducted with the UniFAST, the 8-year period

has already lapsed, however, these local HEIs which failed to comply still operate as is. As of early 2019, the CHED was able to identify 78 accredited LUCs, 24 of which are

institutionally recognized, and the remaining 54 have 100% program compliance (i.e. holds COPC). In cases where an institutionally recognized LUC does not have 100%

program compliance, it is given two years to facilitate program compliance or else the CHED recognition will be revoked.

The CHED Office of Programs and Standards Development (OPSD) noted that they are currently implementing Voluntary Accreditation to LUCs. With the implementation

of the Free Tuition Law, the UniFAST during the interview, mentioned that some LUCs are now more eager to get accredited. There are external bodies which help them get

accredited, such as the umbrella accrediting organization, National Network of Quality Accrediting Agencies (NNQAA), which includes the Accrediting Agency of

Chartered Colleges and Universities of the Philippines (AACCUP) and the Association of Local Colleges and Universities Commission on Accreditation (ALCUCOA).

Based on the interview with Association of Local Colleges and Universities (ALCU), the official organization of LUCs, the member LUCs are familiar with the accreditation

process but the challenge lies in meeting the requirements, particularly the costs and the processes involved. As of March 2019, there are only about 78 accredited LUCs (out

of 111 LUCs), where not all are 100% program compliant.

Nonetheless, as highlighted by Conchada and Tiongco (2015), even with the compliance with CHED, there are HEIs that still have bad performances as shown in their board

passing rate and employment absorption in their respective fields. Having said this, the government may need not just to simply incentivize or encourage HEIs to be

government-recognized institutions, but more importantly it may need to revisit the accreditation standards and the entire process, including the costs involved, in ensuring

that HEIs indeed perform with quality.

FREE PUBLIC HIGHER EDUCATION

The free higher education (FHE) component involves the provision of free tuition and other school fees in all SUCs and CHED-recognized LUCs nationwide. The

“other school fees” covers at least 13 types of expenses, namely, “library fees, computer fees, laboratory fees, school ID fees, athletic fees, admission fees,

development fees, guidance fees, handbook fees, entrance fees, registration fees, medical and dental fees, cultural fees” and other related fees.

Students enrolled in eligible HEIs are entitled to receive these benefits so long as they qualify under the admission and retention requirements of their respective

schools. Based on the IRR, a Return Service System (RSS)11 should be established by SUCs and LUCs for student beneficiaries of the law. The students must also

finish the degree up to a maximum of one-year extension in addition to the original timeline of the degree they are currently enrolled in. The IRR also requires eligible

public HEIs to establish affirmative action programs to increase participation of students coming from disadvantaged groups such as the Lumads, Muslims, and other

indigenous peoples; persons with disabilities, students from public schools; and students from depressed areas.

Moreover, the law and its IRR provide mechanisms for students to opt-out of the free tuition subsidy or provide voluntary contribution to the school. This is intended

for financially able students who would not wish to be covered by the free tuition subsidy. These mechanisms should be done during the enrollment period of each

semester or term and should allow students the option to change their decision in succeeding terms. Under the opt-out mechanism, students can choose to opt-out of the

free tuition subsidy and pay the full amount of tuition under regular university fees. As for the voluntary contribution mechanism, students may give a discretionary

amount, which may be lower than actual tuition fees, as a contribution to the school. Schools are compelled to report all earnings through these mechanisms to CHED.

In terms of budget projection, the governing board of each SUC and LUC holds the responsibility of providing information on the projected number of enrollees for

each academic year, which will serve as the primary basis in computing the proposed budget of SUCs, as well as LUCs. The enrollment projections provided by public

HEIs, as stated in the law, shall be the DBM’s basis in its preparation of the annual National Expenditure Program (NEP). During the early years of implementation, the

budget for the FHE will be lodged in CHED and reimbursed to the public HEIs. After the transitory period, the budget for the FHE will eventually be allocated to the

benefitting public HEI through the annual General Appropriations Act (GAA).

Finally, the IRR also specifies the reportorial requirements of the participating SUCs and LUCs. These HEIs are required to submit to CHED within five working days

after the last day of registration for each semester the report on names of applicants who took the entrance exam (and if possible, whether they pass or not), names of
students who availed of the free tuition and other school fee benefits including relevant details of availment, and all payments collected from students who opted out

and made voluntary contributions to the school.

Similar policies apply to the free TVET component provided in all state-run TVIs. However, the law exempts the following: (1) students who already have a bachelor’s

degree, or a certificate or diploma for a technical vocational course that is equivalent to at least National Certificate III and above; or (2) students who should fail in any

course in the duration of the program. As earlier mentioned, it is the TESDA which will govern any-TVET related component in the law.

TERTIARY EDUCATION SUBSIDY

The second component is the TES which is intended for students enrolled in post-secondary undergraduate programs in all eligible HEIs including SUCs, LUCs, and

private HEIs, as well as in post-secondary technical-vocational programs registered under the TESDA. The benefit coverage depends on the type of institution and

program where students are enrolled in. Selection of beneficiaries are subject to prioritization and the availability of funds.

There are three categories of benefits under the TES. These are: (1) TES 1, which includes tuition and other school fees for those enrolled in private HEIs; (2) TES 2,

which includes allowance for other educational expenses such as books, transportation, and miscellaneous personal expenses, and allowance for room and board

expenses; and, (3) TES 3, which includes allowance for disability-related expenses for students with disability and a one-time cost of obtaining first professional

credential or qualifications for students requiring professional license or certification.

Students who are enrolled in eligible SUCs and LUCs may be entitled to TES 2 and TES 3, while those enrolled in eligible private HEIs may be entitled to TES 1, 2,

and 3. Section 24 (c) of the IRR notes that beneficiaries enrolled in public and private HEIs are to receive a full-year grant, subject to yearly renewal based on their

continued studies. For beneficiaries enrolled in public and private TVIs, either a full-year amount of grant or the amount equivalent to the required duration of the

TVET program will be provided, whichever of the two amounts is lower.

The provision of TES follows a prioritization scheme for students based on household income. Based on the guidelines issued by the UniFAST, first priority is to be

given to students from households classified as poor or near-poor in the most recent round of the National Household Targeting System for Poverty Reduction (NHTS-

PR) or Listahanan, ranked according to the estimated per capita income of the household. If there are unfilled slots for TES, other students excluded in the first criteria

will be ranked according to the per capita income of their household based on documents submitted (e.g., BIR certification). For the transition period – during which
the study’s data was collected - the UniFAST implemented a slightly different prioritization scheme in allocating the TES slots. Students prioritized for TES are: (1)

continuing beneficiaries of the Expanded Students' Grants-in-Aid Program for Poverty Alleviation (ESGPPA)12; (2) students enrolled in private HEIs in cities or

municipalities with no state or local university and colleges; and (3) Students included in the Listahanan 2.0 of the Department of Social Welfare and Development

(DSWD).

As illustrated above, the prioritization scheme heavily relies on the Listahanan data of the DSWD. Related to this, Section 25 of the IRR notes that certain government

bodies (e.g. National Commission on Indigenous Peoples, Office of the Presidential Adviser on the Peace Process, Department of Agriculture) that offer need-based

scholarships are to work with the DSWD to expand the Listahanan to include these disadvantaged groups. The “Expanded Listahanan”, as per the IRR, shall be used

for the TES targeting starting AY 2019-2020. As for the subsidies, the annual subsidy allotted for the TES-1 and TES-2 of each student amounts to a maximum of PHP

40,000 for those enrolled in public HEIs or TVIs and PHP 60,000 for those enrolled in private institutions.

STUDENT LOAN PROGRAM FOR TERTIARY EDUCATION

The third component of the law is the student loan program (SLP) for tertiary education which aims to give further support to all Filipino students enrolled in any

tertiary educational institution. It provides for short-term and long-term student loans for students enrolling in postsecondary undergraduate or TVET programs. Unlike

the TES, which was already being implemented, the SLP is still slated to begin implementation in 2019. The guidelines for implementation are also set to be released in

the same year.

Section 31 of the IRR gives the UniFAST the power to administer the SLP through partner banks and similar entities. The UniFAST is also tasked to create the

guidelines, criteria and processes both for the short- and long-term loans. While the National Student Loan Program (NSLP) is supposed to begin implementation soon,

clear guidelines that reflect lessons learned from previous iterations of the program are still pending. Aligned with the law’s intent to strengthen the complementarity of

public and private HEIs, the vision for the program as stipulated in Section 60 of the IRR, is to become a self-sustaining National Student Loan Program.

The following students are allowed to avail of the SLP services: (1) those who qualify under the existing admission and retention standards of the HEIs; 2) those who

already availed during their undergraduate who still wishes to avail another cycle of loan for the pursuit of graduate studies; 3) those who have not availed of the loan

during their undergraduate studies but wish to avail for their graduate studies; 4) those who have not availed of the loan during their undergraduate studies but wish to
avail for review expenses for professional licensure examinations. The student availing of the SLP should have also secured a Tax Identification Number from the

Bureau of Internal Revenue and a Social Security System (SSS) Number from the SSS, have participated in the required financial counseling programs to be

administered by the SLP partner, and has a guarantor (i.e. parent or guardian) for short-term loans.

Loan proceeds that will be used for the purpose of paying tuition, other school services or other services provided by the HEI shall be directly paid to these institutions.

Section 35 of the IRR also provides that the UniFAST will pilot-test several designs of both the short- and long-term SLP in order to determine the practical and

appropriate designs given the context of the country. As for the repayment of long-term loans, this is expected to take effect when the beneficiary gets employment

with compensation that reach the Compulsory Repayment Threshold (CRT), which is yet to be determined by the UniFAST. The SSS and the GSIS shall serve as one

of the conduits through which the students who have secured gainful employment, may repay. The UniFAST is yet to determine the mechanism through which other

beneficiaries (e.g., overseas Filipino workers, emigrants, professional and the self-employed persons) can repay.

One of the most important provisions in the IRR, which is also pursuant to Section 15(r) of RA No. 10687, is the need to establish an efficient tracking system of

Student-Borrowers of longterm loans. There will be a tracking system of disbursement and collection of payments. Coordination with pertinent government agencies

such as the BIR, GSIS, SSS, NBI, BSP, POEA, among others shall take place to ensure the smooth implementation of this law, including the possible investigation and

checking of the “whereabouts of delinquent studentborrowers, and setting up mechanisms for blacklisting of defaulting student-borrowers in application for loans,

credit cards, and other credit facilities.”

PROFILE OF THE HIGHER EDUCATION SYSTEM

As of AY 2018-2019, the CHED reports that there are 1,963 HEIs in the country excluding SUCs satellite campuses, and 2,393 HEIs if SUC satellite campuses are to

be counted. The distribution of the HEIs excluding satellite campuses by type is shown in Figure 2. By a significant margin, private sectarian and non-sectarian HEIs

compose majority (88%) of the higher education institutions in the country. Around 10 percent are public HEIs with SUCs and LUCs having almost equal shares at 5

percent and 6 percent of total institutions, respectively.

Figure 1. Distribution of HEIs by type, AY 2018-2019

Note: Excluding SUC satellite campuses Source: CHED’s Higher Education Indicators

In terms of the enrollment share by type of institution, most recent report of the CHED report slightly higher private HEI enrollment than public HEIs, at 53 percent and

47 percent respectively. Trend in the enrollment share over the years since 1994 is shown in Figure 4. From the data, the enrollment shares of private and public HEIs

have slowly converged towards the middle despite the higher number of institutions from the private sector.

A noticeable dip in the enrollment can be observed in 2016 in total enrollment due to the introduction of the Senior High School (SHS) program in the K-12

curriculum. This reform in the basic education resulted in a two-year gap in the first-year enrollment in higher education, as shown in the enrollment data for SY 2016-

17 and SY 2017-18. The missing chunk in enrollment were only able to “return” to the HEIs in SY 2018-2019 with the first batch of SHS graduates. This coincides

with the first year of implementation of the Free Tuition Law.

Using data from the Annual Poverty Indicators Survey (APIS)13 of the Philippine Statistics Authority (PSA), the total enrollment of first year college students is

estimated for years 2011, 2013, 2014, 2016, and 2017. Figure 3 below shows the steep reduction in freshman enrollment in 2016 from the 201414 estimates by around

70 percent.

Figure 2. Level and share of total enrollment by type of HEI, AY 1994 – AY 2018

Source: CHED Higher Education Indicators 2019

Figure 3. Level of first year college enrollment in public and private HEIS, 2011-2017
Source: Authors’ calculation using APIS data (PSA, various years)

Looking into the share in first year college enrollment by type of institution, estimates using the APIS data show an increase in the share of public HEIs in 2017. The

shares of freshman enrollment in public HEIs are comparable at around 57 to 59 percent from 2011 to 2016, until its sudden increase to 75 percent in 2017. This

increase in public enrollment share coincides with the introduction of the Free Tuition Program implementation in SUCs in the same year. However, given that the base

enrollment level for 2016 and 2017 are unnaturally low due to the SHS gap years, it is difficult to surmise whether this increase in public HEI enrollment is due to the

free tuition policy.

In terms of access to student financial assistance programs, Table 2 shows that prior to the enactment of the free tuition law, only a very low proportion of higher

education students benefit from StuFAPs. Except for SY 2014-2015, only around 3 percent of total enrollees, on the average, are beneficiaries of these programs. With

the implementation of the Free Tuition law, the student financing subsidy is provided on a far larger scale.

Table 3. Number of StuFAP grantees and share to total HE enrollment, AY 2007 to AY 2016
Source: CHED Higher Education Indicators 2019

CHAPTER III

RESEARCH METHODOLOGY

Research Design

The descriptive research design will be use in this study. According to Best and Khan (2007), descriptive research is concerned with the conditions or

relationships that exist, opinions that are held, processes that are going on, effects that are evident, or trends that are developing. It is primarily concerned with the

present, although it often considers past events and influence as they relate to current conditions. This approach requires no manipulation or intervention on the part of

the researcher other than required administering the instrument necessary to collect the data desired. In general, this type of research would be undertaken when one

wants to look for and describe relationships that may exist among naturally occurring phenomena without trying in any way to alter these phenomena.

Time and Place of Study

The study will be conducted in Capiz State University Burias campus from August to December 2022.

Respondents of the Study

st rd
The respondents of the study will be 1 year to 3 year students from the four college namely: College of Agriculture and Foresty, College of Education, College of

Management and Department of Biosystems Engineering during the Academic Year 2022-2023.

Sampling Procedure

The sample size of the study will be determined using simple random sampling to give each student of CAPSU Buras a chance to be drawn as a

respondent.

Sample size will be computed using the following formula:

N
n=
2
1+Ne
where:
n = sample size

N = total number students in CAPSU Burias during the AY 2022-2023

e = the desired margin of error (.05)

To determine the number of respondents to be taken from each College/Department, the proportional allocation formula by Cochran (1953) will be used, illustrated as

follows:

nNi
ni =
N
where:
n = sample size of the study

N= total number students in CAPSU Burias during the AY 2022-2023

ni = sample size to be obtained from each College/Department
Ni = total number students from each College/Department
Table 1. Population and sample size of the study

DEPARTMENT POPULATION SAMPLE SIZE PERCENTAGE

COE

COM

CAF

DABE

TOTAL

Research Instrument

A researcher-made questionnaire composed of five parts will be used to gather primary data for the study.

The first part was used to gather data on the personal-related characteristics of the CAPSU Burias students such as age, sex, monthly family income,

number of siblings, occupation of parents, household size, place of residence (rural or poblacion) access to internet and general weighted average for the last two

semesters.
The second part of the questionnaire will be used in gathering data on the student awareness to the policies and guidelines of Capiz State Univeristy using

some statement indicators.

The third part will be used to extract responses on the perceived effectiveness of CAPSU Burias students on the policies and guidelines of Capiz State

University.

The fourth part will be used to extract responses on the level of satisfaction CAPSU Burias students on the policies and guidelines of Capiz State

University.

The fifth part will focus on problems encountered by students in following the guidelines and policies of Capiz State University

Validity and Reliability of the Instrument

The quality of data gathered is affected by the instrument used. The research instrument will be subjected to content validation by a panel of experts

composed of the Guidance Committee. The questionnaires will then be revised based on the recommendations and inputs of the committee.

Categorization of Variables

For the readers to have a clear and better understanding of the results of the study, the variables included were categorized as follows:

Access to internet: With internet; without internet

Age : Actual data

Sex :

Male

Female

Educational Attainment of Parents of the Respondents as:

High school level

College level

Baccalaureate degree

Baccalaureate with Units towards Master’s Degree

Master’s Degree
Master’s Degree with Units towards Doctoral Degree

Doctoral Degree

General Weighted Average for the last two semesters: Actual data

Household size: Actual data

Monthly income: Actual data

Number of siblings: Actual data

Occupation of parents: Actual data

Place of residence: Poblacion or Rural

Perceived Effectiveness:

Scale Verbal Interpretation

4.20 – 5.00 Very Highly effective

3.40 – 4.19 Highly effective

2.60 – 3.39 Effective

1.80 – 2.59 Less effective

1.00 – 1.79 Least effective

Satisfaction:

Scale Verbal Interpretation

4.20 – 5.00 Very Highly Satisfied

3.40 – 4.19 Highly satisfied

2.60 – 3.39 Satisfed

1.80 – 2.59 Less satisfied

1.00 – 1.79 Least satisfied

Data Gathering Procedure

Before the start of the data gathering, a formal request will be prepared by the researchers to get the approval of the CAPSU President and Campus

Administrator of CAPSU Burias. After the approval of the permit, the researchers will personally approached the Deans/Chairman of the College/Department

concerned as a form of courtesy and discuss the purpose of the study and for their approval to conduct the study. The questionnaire will be personally distributed and

retrieved from the respondents by the researchers. Filled-up questionnaires will be retrieved within a week to give the respondents ample time to provide the needed

information. However, if they can fill up the questionnaires immediately, the researcher will gather them and sort by college/department.

Data Analysis

To facilitate the analysis of data, the questionnaires will be numbered and variables will be coded. Encoded data will be subjected to processing using the appropriate

statistical package, and using descriptive and inferential statistics.

Descriptive statistics will be used frequency count, percentage, weighted mean, and standard deviation. While inferential statistics such as t-test for independent

samples and analysis of variance (ANOVA) and Pearson Product Moment Coefficient of Correlation will be adopted to analyze the relationship between the level of

perceived effectiveness and level of satisfaction of CAPSU Burias students of the education policies and programs of the Duterte administration in the SUCs are

implemented by Capiz State University.

The data will be analyzed using SPSS version 24. All the results will be interpreted at 0.05 level of significance.