J. PROSPERO E. DE VERA III, DPA Commissioner, Commission on Higher - - PowerPoint PPT Presentation

• J. PROSPERO E. DE VERA III, DPA

Commissioner, Commission on Higher Education

DISTRIBUT RIBUTION ION OF 1,943 3 HIGHER HER EDUCATION ON INS NSTIT ITUT UTIONS IONS

AY 2016 - 2017

1,710 88%

Private HEIs

112* 5.8%

State Universities and Colleges

107** 5.5%

Local Universities and Colleges

14 0.7%

Other Gov’t HEIs

* For AY 2017-18 18, there will l only be 111 Main SUCs due to the amalgama mati tion of MUST and MOSCAT T to USTS TSP. ** O Out of 107, 18 are now CHED-re recogniz ized (As of 31 August 2017)

DISTRIBUT RIBUTION ION OF STUDENT NT ENR NROLLM LMENT ENT

(Undergraduate)

2013 - 2017

REDUCED STUDENT ENROLLMENT DUE TO K to 12

3,136,324 3,384,260 3,659,482 3,194,916 2,672,769

SUCs LUCs PRIVAT ATE HEIs

FIRST BATCH OF SHS GRADUATES ENTERING COLLEGE

2,482,844

TERT RTIARY RY GRO ROSS SS ENR NROLLM LMENT ENT RA RATIO IN N ASEAN ASEAN

AY 2016 - 2017 28

PHILIPPINES

HIGH GHER ER EDUCATION ON GRO ROSS SS ENR NROLLMEN LMENT T RA RATIO BY RE REGION ON

AY 2016 - 2017

DI DIST STRI RIBUTION BUTION OF ST STUD UDENT ENT ENR NROLLMEN OLLMENT

(Undergraduate)

AY 2017 - 2018

SUCs

36%

887,258

LUCs

7.7%

189,120

PRIVAT ATE HEIs

56.3%

1,389,078

2,482,844

TOTAL STUDENTS

POOREST 20% SECOND 20% MIDDLE 20% FOURTH 20% RICHEST 20%

SOC OCIO IO- EC ECON ONOMIC OMIC PROFI OFILE LE OF OF STUDENTS UDENTS IN IN SUCs Cs

WHERE STUDENTS GO FOR COLLEGE, BY INCOME CLASS

18 12 82 88

26 24 74 76

SUCs PRIVAT ATE HEIs

40 31 60 69

53 46 47 54

69 68 31 32

Source: UniFAST calculations using APIS 2014 and APIS 2016

32.1% High cost of education LACK CK OF RESO SOURC URCES ES IS S THE MA MAIN DE DETERM ERMINAN INANT FOR CO CONTIN INUED UED EDU DUCA CATION TION

26.0% Looking for work

25.7% Family matters

13.1% Lack of interest

1.5% Illness / Disability | 1.5% Others | 0.2% Accessibility of school

WHY 16-22 2 YEAR OLD HIGH SCHOOL OL GRADUATE ATES S IN BOTTO TTOM M 40% ARE NOT IN SCHOOL

3% 6% 11% 24% 52%

POOREST 20% SECOND 20% MIDDLE 20% FOURTH 20% RICHEST 20%

THE POORES REST T AR ARE

LE LESS LI LIKE KELY LY TO GO TO CO COLL LLEG EGE

AN AND

LE LESS LI LIKE KELY LY TO GRA RADUA UATE TE

TERTIAR ARY LEVEL GRADUATE TE PROCEED D TO TERTIAR ARY SECO CONDAR DARY GRADUATE TE 30% 44% 57% 71% 86% 7% 13% 22% 39% 65%

PROVIDIN VIDING G SU SUPPORT ORT TO THE POORES REST

Expanded Students Grant-in-Aid Program for Poverty Alleviation

SGP-PA Fund (‘000) Slots Enrollment Graduate

2012-13

500,000 4,041 4,041

2013-14

500,000 4,041 4,041

2014-15

2,500,000 40,453 37,576

2015-16

2,500,000 40,453 38,252 3,109

2016-17

2,500,000 40,453 29,401* 3,236

2017-18

2,394,997 38,754

* As of September 5, 2017, from 82 SUCs

Students who belong to families at the bottom 20% of our population is already being supported by the government through the Expanded Students’ Grants-In-Aid Program for Poverty Alleviation (ESGP-PA) jointly executed by DSWD, CHED, and SUCs.

644,710

2018 TARGET BENEFICIARIES

34,698 ,698

P733 Million

MERIT RIT SCHOLAR LARSHI SHIPS PS

Scholarship Grants and Iskolar ng Bayan Act

566,625 25

P6.8 Billion

FINANCI ANCIAL AL ASSIST ISTAN ANCE CE

Grants-in-Aid, Student Loans, and Tulong Dunong in CHED and SUCs*

2,934 34

P106 Million

TARGETED GETED GRANTS NTS

In partnership with: DND, PAMANA, OPAPP, SRA

40,453 ,453

P2.5 Billion

FOR THE POOREST REST

E-SGPPA for Pantawid Beneficiaries*

QUINTILE 5 QUINTILE 1 QUINTILE 2 QUINTILE 3 QUINTILE 4 40,453 E-SGPPA SLOTS

2016

PERSISTENT

• Limited access to quality higher education

for the deserving poor and disadvantaged

• Need for a strategic roadmap in the

development of PUBLIC higher education institutions, while delineating the role of PRIVATE 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

ISSUES

IN HIGHER EDUCATION

UNPRECEDENTED INVESTMENTS IN HIGHER EDUCATION

to expand access and to upgrade State Universities and Colleges

COVERAGE

All Filipino students enrolling in undergraduate programs in SUCs for AY 2017-2018, subject to the President’s prioritization directive and availability of funds Includes subsidy for Filipino Doctor of Medicine students

IMP MPROVIN ROVING G ACCESS S & EQUITABILI ITABILITY OF COLLEG EGE EDUCATI CATION ON

P8.317 Billion Free Tuition in State Universities & Colleges

Academic Year 2017-18

99 990,899 ,899

TARGE GET BENEFIC FICIARIES IARIES

111 111

STATE E UNIVERSIT IVERSITIES IES & COLLEG LEGES S

MED EDICAL ICAL ED EDUCATI UCATION ON SCH CHOLARSH OLARSHIP IPS

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

UNIVERSITY STUDENTS 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 267 University of the Philippines-Manila 660 TOTAL

2,163

Of the P317 Million budgeted for 2017, P122 Million is projected to be utilized for the First Semester while the remaining amounts shall be budgeted for the Second Semester.

OV OVERALL ERALL BUDG DGETARY ETARY ALLOCATI LOCATION ON OF OF SUCs Cs

CO CO MOOE PS Regul ular ar

35,93 934,62 4,625

FY 2014 GAA

42,2 ,279, 9,50 507

FY 2015 GAA

47,41 ,414,727

FY 2016 GAA

58,7 ,718,37 ,377

FY 2017 GAA

61,431 ,431,67 ,672

FY 2018 NEP

ADD DDITI ITIONAL ONAL FACUL CULTY TY PLAN ANTILLA TILLA ITEMS MS REQU QUIRE IREMEN MENT T

REGION

ADDITIONAL FACULTY ITEMS NEEDED

NCR

3,427

I

940

CAR

386

II

1,803

III

3,188

IV-A

2,574

IV-B

1,016

V

1,059

Based on Required no. of Plantilla based on 1:25 FS Ratio and existing no. of faculty with plantilla

REGION

ADDITIONAL FACULTY ITEMS NEEDED

VI

1,416

VII

2,068

VIII

1,525

IX

449

X

749

XI

699

XII

690

CARAGA

492

GAA 2017 (‘000) GAA 2018 (‘000) % Increase

PS 35,810,476 38,168,138 6.6% MOOE 12,742,767 9,772,622

• 23.3%

CO 10,165,134 14,174,560 39.4%

TOTAL 58,718,377 62,115,320 5.8%

INCREA EASE E IN FUNDS DS FOR CAPITA ITAL L OUTLA LAY

in State Universities and Colleges (SUCs)

UNIVERSAL ACCESS TO QUALITY TERTIARY EDUCATION

Republic Act 10931

THE UNIFIED FINANCIAL ASSISTANCE SYSTEM FOR TERTIARY EDUCATION (UNIFAST) ACT

I.

To allocate and utilize properly 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;.

• IV. To produce a pool of highly

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 such other mechanisms to increase the participation rate among all socioeconomic classes in tertiary education;

II.

Provide all Filipinos with equal

• pportunity 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;

• IV. Ensure the optimized utilization 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.

ST STUDENT DENTS S EX EXPEC ECTE TED D NE NEXT XT YE YEAR AR

In Public Colleges and Universities

• Enrolment in SUCs: 976,710 (85%)
• Enrolment in LUCs: 172,361 (15%)

2016-17 2017-18 2018-19

3,194,916

TOTAL STUDENTS

2,672,769

TOTAL STUDENTS

2,482,844

TOTAL STUDENTS

INCR CREA EASI SING G INV NVES ESTMEN TMENT T TO TO PUB UBLIC LIC HIGH GHER R EDU DUCA CATION TION

There is substantial increase in the support of Higher Education in SUCs and LUCs.

165,701

StuFAPs

454,554

StuFAPs

644,710

StuFAPs

40,453

ESGPPA

500,000

TES

IM IMPROV OVIN ING G ACC CCESS ESS AND ND EQ EQUIT ITABILIT ABILITY OF OF CO COLLEGE LEGE ED EDUCAT UCATION ION

Republic Act 10931 Universal Access to Quality Tertiary Education Act

51.4 B

TOTAL FOR 2018

₱ 22.6 B

Free Tuition and Other School Fees (TOSF)

Assuming All SUCs, 18 CHED-recognized LUCs

₱ 7 B

Free Technical-Vocational Education & Training (TVET)

Assuming All public TESDA providers

₱ 21.6 B

Tertiary Education Subsidy (TES)

Assuming Good for 540,232 students with PhP 40,000 amount of annual subsidy

₱ 54 M

National Student Loan Program (NSLP)

Assuming Equivalent to 2018 allocation for CHED’s Study Now Pay Later Program

₱ 108 M

Administrative Cost

Assuming 0.5% of allocation for TES and NSLP

WH WHICH CH AR ARE ELI LIGIB GIBLE LE TO PRO ROVI VIDE DE

FREE

HE

FREE

TVET TES

SHORT-TERM

SLP

LONG TERM

SLP

SU SUC

YES YES

If offering TESDA- registered TVET

YES

If included in the list of Registry

• f Quality-

Assured Programs & Institutions

YES

If included in the Registry & if DBP provided funding after their due diligence assessment of the institution

TBD

Yet to be determined by the Board whether SLP Partner-Banks exclusively or with SLP Partner- educational institutions

LUC LUC

YES

If CHED- recognized

TTI TTI

NO

LGU-run

TVI

NO

PRIVATE

TVI

NO NO

PRIVATE

HEI

NO NO

shall be covered by the program, including TVET programs in SUCs and LUCs

ALL

PUBLIC TVET INSTITUTIONS

The Free TVET package will include, for the duration of the program,:

NATIONAL ASSESSMENT FEES, STARTER TOOLKITS,

AND LIVING

ALLOWANCE

FR FREE TVE VET T TUITION ITION AN AND OTHER R SC SCHOOL OL FE FEES

The following provisions will be adopted owing to the different nature and average duration of TVET programs:

The benefit package shall vary depending on where they will study:

1.

Eligible students going to private HEIs shall receive the full benefit package consisting of “TOSF TES” and “Cost of Living” TES

2.

Eligible students going to public HEIs shall only receive the “Cost of Living” TES, as TOSF is already free in their institutions

Eligible students shall be awarded the TES before the start of the Academic Year

TE TERTIA RTIARY RY EDU DUCATI CATION ON SU SUBSI SIDY DY

The TES shall be the national grants-in-aid program and it shall be administered by the UniFAST Board:

(i.e. need to take board exams and being a person with disability) but shall only be accessible to students who satisfy specific conditions in the IRR

A separate grant to cover special circumstances mentioned in the law may be created

NAT ATIONAL IONAL ST STUD UDENT ENT LOA OAN PRO ROGRAM GRAM

subject to continuous improvement until the best working models are reached by AY 2020

How can we develop an effective and sustainable National Student Loan Program that allows us to address the following issues:

• Targeting to ensure that it supports those

who need it most

• Difficulty in determining family income

(as a basis for determining loan eligibility)

• Tracking graduates following graduation to

ensure repayment

ONGO GOIN ING G DI DISC SCUS USSI SIONS ONS ON THE IRR OF OF RA 109 0931 31

• Ensure that lessons / problems

encountered in P8 Billion Free Tuition is incorporated in the Implementing Rules and Regulations (IRR) of RA 10931

• Return Service component
• How to make Student Loan Program

work

STE STEPS PS FO FORW RWARD ARD

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