Case Analysis: The Current State and Issues Regarding The Free Tuition Law

POLYTECHNIC UNIVERSITY OF THE PHILIPPINES
CASE ANALYSIS: THE PHILSCA AND ISSUES REGARDING

THE FREE TUITION LAW
A research presented to
Prof. Casiana Salud-Payumo
As a requirement in the subject

ECON 40133 Managerial Economics
Presented by:
Giron, Zyrille Corrine O.
Lacson, Pauline Ella
Layug, Darina Clazelle
Madriaga, Rosella
Mariano, Mark Vincent
March 2019
CHAPTER 1
The Problem and its Background
Introduction
One of the center-stage issued of the past few years in the Philippines was the Universal
Access to Quality Tertiary Education Act, or Republic Act 10931. President Rodrigo Duterte
signed this into law on August 3, 2017 despite initial hesitation and amid concerns from the
government’s economic managers that the cost could punch a big hole in the national budget. It
covers fees of students in 112 universities and colleges, 78 local universities, colleges, technical-
vocational education, and training programs that began this school year 2018-2019. (Morallo,
2018)
According to Prospero de Vera III (2018), the program is considered as Duterte’s
“biggest social justice program” for higher education and is meant to remove a fundamental
“barrier” to higher education in the Philippines, presuming it is a reframing of the education
paradigm. Citing a study where women who have acquired higher education tend to marry later
in life, he also explained that provision of free higher education changes the mindset of Filipinos.
Moreover, Senator Paolo Benigno Aquino IV (2018) stated that the law is primarily
meant to benefit students who struggle to pay for their tuition and school fees and, in many
cases, drop out because they cannot afford college education.
It is by fact that poverty is a major barrier for many students in the Philippines to pursue
higher education. Ironically, education is the best way out of poverty. As the free tertiary
education law finally sees the light of the day, the youth of today will have a chance for a
brighter future. (Adrian, 2018)
However, considering what might happen several years after the implementation of the
Universal Access to Quality Tertiary Education Act is alarming. According to the
Socioeconomic Planning Secretary Ernesto Pernia (2017), the budget for free tuition is really
quite large. It is not a pittance. It is going to be unsustainable overtime.
The law also covers other charges, 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 and other similar or related fees.
Pernia (2017) added that the tuition is only one-half of the total cost of education, and the other
fees eaten up the biggest balance. Budget Secretary Benjamin Diokno (2017) stated that in the
absence of the law, the government could not appropriate money for all of these.
On the other hand, the Filipinos, except for the parents of students who no longer pay
tuition and miscellaneous fees and students who are receiving Tertiary Education Subsidy from
CHED, could not yet feel the impact of this. However, eventually after several years, with the
new graduates that are products of this law, will become Filipinos who are better educated then
will train, then will be easier to employ, 10-20 years from now, they will be the engines of the
growth and modernization of this country. (De Vera, 2018)
This is indeed a crucial government policy, which could eventually liberate a huge
number of Filipinos from the chains of poverty. However, it is an additional responsibility of the
government to fund this law moving forward. The question is would its long-term benefits
outweigh the short-term budgetary challenges, which is what the administration is currently
weaving together. (Adrian, 2018)
Background of the Study
Philippine State College of Aeronautics is one of the most prestigious yet

affordable school in the Philippines that offers free tertiary and Senior High School. It is an
aviation state college of the Republic of the Philippines. Aside from its undergraduate courses, it
is the only institution in the Philippines that offers master and doctoral programs in Aeronautical
Education and management. Philippine State College of Aeronautics or PhilSCA is formerly
known as Basa Air Base Community College from June 1969 to January 26, 1977, Philippine
Air Force College of Aeronautics from January 26, 1977 to June 3, 1992, and Philippine State
College of Aeronautics June 3, 1992 – Present. On 1977, President Marcos signed Presidential
Decree No. 1078 converting Basa Air Base Community College to Philippine Air Force College
of Aeronautics with its main campus in Villamor Air Base, Pasay City, Metro Manila. The vision
of PhilSCA is to be committed to the scientific advancement in aeronautical sciences,
technology, and liberal art to the dynamic and emerging demands for the excellent professionals
of the aviation industry. The mission of PHILSCA is to produce world-class professional
aeronautics, technology, and liberal arts imbued with commitment, excellence, responsibility,
and integrity through advanced level of instruction, research, extension, and production. As a
state college PhilSCA their students should maintain grades that will not below 85.
According to Newsville.com (PH) making college education free should result a more
competitive workforce by the end of 2025. So many students and their families are struggling
harder than ever to keep up with the persistent hike in tuition fees. Making tertiary level of
education free will increase the productivity, competitiveness, and additional workforce for the
country that will benefit the whole nation. The national government is supporting and ensuring
this law for the greatest benefit of all Filipino citizen due to the fact that our own national hero
Jose Rizal said “ Ang kabataan ay pag-asa ng bayan”. We the researchers believed that we are
the future of this country and by the help of the government on providing free education for all
state colleges will produce great number of professionals around the world.
The study conducted by Kattan (2006) presented the select findings from the 2005 World
Bank survey on user fees which involved looking at the effects of no fee policy to primary
education, lower secondary education, countries that removed fees had substantial increases in
enrolment rates, and the poor, girls, orphans, and other disadvantaged groups. Because free
education can increase the enrolment rate of one country, it can also lessen the people who are
orphan or cannot afford to study at tertiary level. It can also increase the possibility rate and
improvement of one country through giving free or less tuition fee because many citizen might
use it to study for the better of them and for the future of the country.
Statement of the Problem
1. Does the program provide adequate funding and such other mechanisms to increase the
participation rate among all socioeconomic classes in tertiary education?
2. Does it also provide all Filipinos with equal opportunity to quality tertiary education in
both private and public educational institutions?
3. Does it give priority to students who are academically able and who come from poor
families?
4. Does the authority ensure the optimized utilization of government resources in
education?
5. Does the program aid the institution to provide adequate guidance and incentives in
channeling young Filipinos in their career choices and towards the proper developments
and utilization of human resources? And
6. Does it recognize the complementary roles of public and private institutions in tertiary
educational system?
Significance of the Study
This study about the Effects of the Republic Act No. 10931 also known as the Free
Tuition Law is significant to the following:
Teachers/office heads/administrators: Results may help them to become fully aware of

the newly implemented Free Tuition Law, as concerning its requisites, exceptions, and
interpretation for them to be able to assess their respective University, on how did it react and
cope up with the mechanisms of the Free Tuition Law.
Government: Results may help them to understand the effects of the new law that they
have implemented to be able to revise the necessary data included in the law which have seen
lesser important or has negative effect. And to hear out all the opinions and ideas of those
who’ve been greatly affected by the Free Tuition Law, for them to be able to assess, and reflect
upon the efficiency of implementation of RA 10931 within the next years.
Students: The researchers conducted this study because as one of those students who are
experiencing a free-tuition-college, it is bestowed upon our minds to help and spread awareness
and knowledge to all the students in our country regarding this Free Tuition Law. The results
may help them to fully understand how do this free tuition law works, its exceptions and
coverage, and its existence’ continuity through the next years
Scope and Delimitations of the Study
The scope of the study involves looking at the effects of the free education policy in
Philippine State College of Aeronautics. It entails a detailed analysis of its effects of the policy
on the quality of the education of the students.
This present study likewise has some delimitations. One of these is the participants,
which only included college students and the registrar of the school.
Another delimitation is related to the sample of participants, which was limited to one
staff and 11 student participants. The choice of just using a small number of samples resulted in a
more insightful examination of the problem.
The final delimitation concerns the free education policy implemented by the
Commission on Higher Education (CHEd). Although there are other free education policies that
can be used in this study, the policy implemented by CHEd is the most appropriate to use since
the said school is under this department.
CHAPTER 2
Review on Related Literatures and Studies
Foreign Literatures and Studies

The concept of publicly funded education goes all the way back to America’s Founding
Fathers. In 1785, John Adams wrote, “The whole people must take upon themselves the
education of the whole people and must be willing to bear the expense of it.”
There actually was a time in the nation’s history when people could attend public
colleges free. The Morricll Act of 1862, also known as the Land Grant College Act, was a major
boost to higher education in America. The grant was originally set up to establish institutions in
each state that would educate people in agriculture, home economics, mechanical arts, and other
professions that were practical at the time. A congressional representative introduced this act
from Vermont named Justin Smith Morrill. He envisioned the financing of agricultural and
mechanical education. He wanted to assure that education would be available to those in all
social classes. As a result, the land grant has improved the lives of millions of Americans. The
Morrill Acts have become a major educational resource for the nation. This program is available
to all people who are in search of higher education. Over the years, it has proven to be an
important part of our educational system. This Act changed the course of higher education. The
purose of education shifted from the classical studies and allowed for more applied studies that
would prepare the students for the world that they would face once leaving the classroom. This
Act also gave education support directly from the government. The Morrill Act changed the face
of education and made room for the growing and ever changing country and ensured that there
would always be money to finance educational facilities and that there would be continual
government of these institutions. (Lightcap, 2008)
"Going to college tuition free is an increasingly attractive option for students who don't
want to begin their working lives owing money on loans (Brandon, 2006, p. 2).” Some schools
see education as a tool to increase their enrollment that will result to expansion of their ability to
earn money. Hence, the cost of earning a degree has risen steeply. However, "students from
middle-class and working-class families have been forced to borrow huge sums of money, in
recent years to pay for college, often saddling them with hefty loan payments long after
graduation" (Schworm & Wertheimer, 2007, par. 1). However, the goal of most is not to be debt-
driven thus, according to Porter (2002): “The escalating cost of higher education is causing many
to question the value of continuing education beyond high school. Many wonder whether the
high cost of tuition, the opportunity cost of choosing college over full-time employment, and the
accumulation of thousands of dollars of debt, is in the long run, worth the investment (p. 1).”
The rising price of college is increasingly seen as a cause of stagnant educational
attainment levels and achievement gaps by family income (Carneiro & Heckman, 2003; Bailey
& Dynarski, 2011; Goldin & Katz, 2008; Havemen & Wilson, 2007). Increasing access to higher
education is a proven way for economic mobility and the fulfillment of the human person. It has
shown that until today private returns to higher education continue to be high and above the
normal hurdle rates for investments (Paqueo, Orbeta and Albert, 2012)
More recently, some policymakers have proposed reducing the price enough to eliminate
loans (debt-free college) or cover the entire direct cost of college, and perhaps some share of
living expenses, through various initiatives known as “free college.” While it comes at an
obvious and significant cost, free college has several advantages (Goldrick-Rab, 2016). In
addition to reducing the expected price of college, free college reduces price uncertainty as
students no longer need to compare institutions on prices or worry that prices might increase, or
financial aid might decrease, before they graduate. Such programs also have the potential to
influence students when they are younger. If people know college will be free of charge when
they are adolescents or teenagers, then they may work harder in school and become better
prepared for college (Goldrick-Rab, Harris, & Trostel, 2009).
The study conducted by Kattan (2006) presented the select findings from the 2005 World
Bank survey on user fees which involved looking at the effects of no fee policy to primary
education, lower secondary education, countries that removed fees had substantial increases in
enrollment rates, and the poor, girls, orphans, and other disadvantaged groups.
To primary education, of the 93 countries surveyed, only 16 countries have no user fees.
Countries with no fees are Bangladesh, Cambodia, Cape Verde, Chile, Costa Rica, Guatemala,
Iraq, Nepal, Peru, Senegal, Sri Lanka, St. Kitts and Nevis, Tanzania, The Gambia, Tunisia, and
Zambia. Tuition and textbooks fees are collected in 24 countries, and 33 countries collect fees
for mandatory uniforms (see Table 1). PTA fees are the most commonly collected type of fee,
followed by fees for other school-based activities, uniforms, tuition, and textbooks.
On the other hand, its effect to lower secondary education of the 76 countries surveyed
tuition fees are collected in 33 countries and textbook fees are collected in 34. As in the case of
primary education, the two most common fees collected are PTA/community contributions and
other school-based activity fees. These fees are collected informally. Ten countries have no fees
but do require a community/PTA contribution. Those countries are Argentina, Azerbaijan, Iran,
Jordan, Maldives, Namibia, Panama, Sierra Leone, Timor-Leste, and Ukraine. While on
countries that removed fees had substantial increases in enrollment rates, Uganda increased its
enrollment rates by 68 percent and Malawi by 49 percent. When certain countries removed user
fees there was a noticeable pattern of increased funding for education by governments. For
example, the governments of Malawi, Uganda, Cameroon, Zambia, Tanzania, and Cambodia
increased their share of spending on education after eliminating school fees.
Further, the removal of user fees has improved equitable access to education-specifically
the ability to reach the poor, girls, orphans, and other disadvantaged groups. Enrollment rates
grew quickly among the poor in Cambodia, Uganda, Malawi, Zambia, and Timor-Leste and
girls’ enrollment rates grew more rapidly in Uganda, Kenya, and Timor-Leste.
However, according to Andrew Kelly (2016), although free public college is a great
political talking point, it is a flawed policy. First, free college is not free, it simply shifts costs
from students to taxpayers and caps tuition at zero. That tuition cap limits college spending to
whatever the public is willing to invest. Nevertheless, it does not change the cost of college, or
how much do institutions actually spent for each student. Enrollments increase, further
multiplying the cost of free college. The public generosity might not keep pace with rising
college costs and/or increases in demand. Barring a drastic improvement in efficiency, tuition-
free colleges will not have the resources to serve additional students without compromising the
quality of their offerings. For instance, California has the cheapest community college fees in the
nation. During the recession, enrollments boomed and the state budget for higher education took
a hit. Unable to raise additional revenue through a tuition increase, California’s community
colleges turned away 600,000 students. A national push for tuition-free college would strain
public budgets ever further, leading to shortages rather than increased access. In addition,
because middle and upper-income students will gobble up many of the free public slots,
rationing will hurt those who need access the most. Second, free college plans assume that
tuition prices are the main obstacle to student success, looking past problems of educational
quality and college readiness. Take community colleges, where federal grants cover the price of
tuition for the average low-income students. Despite free tuition, just one-third of students from
the bottom income quartile who started at a community college in 2003 finished a degree or
certificate by 2009. Two-year students from the top income quartile did not do much better with
only 42%. These numbers suggest that lackluster outcomes are not entirely, or even mostly, a
function of tuition prices, but reflect deeper problems. Like the fact that 60-70 percent of
community college students have to take at least one remedial course, as do 40 percent of those
at public four-year institutions. On the other hand, the fact those students who attend public four-
year colleges with lower graduation rates are less likely to finish than similar peers who attend
better schools. Rather than spread scarce federal money across all students, policymakers should
instead target those resources toward those who need it most and empower them to choose the
option – public or private – that fits their needs. A valuable degree is worth the investment even
if you have to pay something for it.
In a thesis of Christina Marie Kersey (2012) presented to California State University, she
concluded that while it is not crystal clear exactly which programs higher education competes
with when it comes to discretionary resources, “It was certainly suggested that cutting funding
for the colleges—which are able to generate additional revenue from fees—is easier than cutting
funding from some of the others such as prisons or social programs.” She said this because it is
observed when the decrease in the percentage of higher education’s budget is the increase of
percentage of budget for prisons at the same time.
Similarly, Harris et. al. (2018) investigated the promise of free college and its potential
pitfalls. It emphasized that financial aid has the potential to influence students in a variety of
ways. First, financial aid can reduce the costs of college attendance. When communicated
effectively, it sends the message to students that college is for them. Second, when aid is
committed in advance, as with free college and promise scholarships, students’ academic and
college-going social capital could increase during high school, catalyzing a stronger college-
going school culture and reinforcing the path to college and the long-term benefits that come
with it. Free college can also reduce uncertainty about the price of college and limit
administrative barriers to college resources.
In this study, which combined elements of all the above forms of aid, it found some,
albeit limited, benefits. Consistent with prior research (Deming & Dynarksi, 2009; Swanson et
al., 2016), the study found that students who received the funding were more likely to be
attending college two years after high school and graduating from college. TDP also increased
the number of discrete steps students took toward college enrollment, such as filling out the
FAFSA and participating in other college access programs. However, TDP did not change
students’ habits in ways that would significantly boost their students’ GPAs or high school
attendance patterns, or their initial college attendance decisions.
Daven (2009) likewise conducted a study about the free primary education in Tanzania,
which focused on the costs and accessibility of primary education in Babati town. The main
conclusions of the study are that: Primary education is not free in Tanzania, as there are
significant costs involved to send a child to primary school, such as school uniform, school
material, and various contributions to the running costs of the school. It is neither primary
education nor the what equally accessible to all, as children from households, which cannot pay
these costs, are sent home from school on a regular basis. Lastly, being sent home has a
damaging effect on the children’s school performances and self-esteem.
Local Literatures and Studies

In a study released by the Philippine Institute for Development Studies (2017), the policy
note titled, “Who benefits and loses from an untargeted tuition subsidy for students in SUCs,”
free tuition in State Universities and Colleges (SUCs) can do more harm than good and can be
considered anti-poor. It involves only partial financing, and the tuition is just a fraction of the
total cost of higher education. Moreover, free tuition fee in SUCs can tilt the enrolment in favors
of them because of the cheaper cost of education. Those who will likely benefits from this are
students from richer households as they have the resources to finance the rest. The budget that
will be allocated to implement this policy will also likely crowd out investments for
infrastructure, agriculture, K-12, and other high-priority pro-poor development programs. This
will also discourage efficiency because those who are not considering tertiary education under a
“with tuition fee scenario” will now find tertiary education attractive and will likely consumer
this good more than what they would do if they were required to pay. Those who are willing and
capable to pay for tertiary education will now divert the resources intended for tertiary education
to some other expenditures. In addition, a subsidized college education may also exacerbate
income inequalities. If it is not targeted to the poor, who usually have lower qualifications, they
will lose out to students with better backgrounds who are usually from richer households. On the
other hand, fully funding the Unified Student Financial Assistance System for Tertiary Education
or UniFAST Law is a better alternative to implement the constitutional mandate of
democratizing access, which was designed to unify all modalities of publicly funded Student
Financial Assistance Programs (StuFAPs) – scholarships, grants-in-aid, and student loans – for
tertiary education. It rationalizes the allocation, utilization, and client targeting of government
resources, and improves access to quality higher and technical education for those who need it. If
the government wants to expand the access of poor but capable students to higher education, if it
wants to finance more bright students, it only needs to allocate more funds for this UniFAST and
expand allocation for student loans covering tuition, living allowance and other instructional
expenses of higher education.
In accordance with this free college in the country, a national association of Catholic
educational institutions points out, in the first year of implementation of Republic Act No. 10931
or the Universal Access to Quality Tertiary Education Act, a growing number of private schools,
colleges and universities are experiences a decline in their environment and “facing the threat of
closure”. Data from the Catholic Educational Association of the Philippines (CEAP) show that in
Metro Manila, private schools along University belts have experienced lower student enrollees
that only about 60-70 % based rom their 2015-2016 enrolment data has been met in terms of
enrollees this School Year 2018-2019, likewise other parts of Luzon, and to Visayas and
Mindanao. Not only the big schools are affected, more importantly are the small member-
schools. One of these is a university in Malaybalay City, whose campus is located near a State
University, had only 150 freshmen in all of their 23 programs, a decrease of 70%. (Malipot,
2018).
Earlier, before the implementation of the Free College Tuition in the selected State
Universities in the Philippines, The University of the Philippines adapted the so-called
Socialized Tuition System (STS). Explaining what STS is, it is where the University of the
Philippines (UP), all students receive financial support from the National Government since the
full tuition is much lower than the cost of education in the University. Given that students in UP
come from all walks of life, there are those who may not be able to afford paying the full tuition.
So UP created the Socialized Tuition System (STS) which provides tuition discount at rates that
are based on the assessment of the paying capacity of the household to which a student belongs.
This assessment looks at the income as well as the socio-economic characteristics of the
household. According to Prof. Richard Philip A. Gonzalo “The ST-S is a means to make
education affordable. At the same time, it’s a way to address the needs of students who need
financial assistance… (Since) there is a risk that students from these families will be unable to
finish their tertiary education,” While, the newly implemented free tuition program in state
universities is giving free college education to all of the students who want to enrol and will be
accepted to the said schools regardless of their socio-economic status thus questioning its
capability to sustain its life especially if some of the beneficiaries have the capacity to pay
his/her own tuition compared to the others who really can’t and why don’t make it like that.
While in a study conducted in the Philippine National University about the review for the
basis to be considered to adapt a certain Tuition Policy Fee. The results are pointing to a need for
the university to restudy its views on the issue of cost-sharing and cost-recovery as part of its
tuition fee policy and start a talk with those people who have a say in the university. The
discussion can also be expanded to reforms on the level of accountability in the university, as the
students and parents share more the cost burden of education they will truly act like a wise and
responsible costumers/clientele mindful of the quality of services the university provide and
demand more vigorously involvement on how the policy and academic programs of the
university are crafted and implemented (Ferrer, Jerick & Abulencia, Arthur & Hermosisima, Ma.
Victoria., 2014). An Analysis of the Socio-Economic Profi le of Selected Students and the Cost
of Degree Programs at the Philippine Normal University: Basis for Tuition Fee Policy Review.
Atikan Journal of Educational Studies. 4. 159-178).
CHAPTER 3
Methodology and Procedure
Research Method Used
This chapter will provide the overview of the nature of the methods and design of the
study, the size and the sampling technique adopted. We used an input-output digram to show the
methodology adopted by the researchers.
Review on Related Literature and Studies (Foreign and Local)

Input Interview
Analysis and Interpretation of Data

Process
Conclusion
Output Recommendation
The researchers will use an input of a structured interview to a professional from the
subject school and from the review on related foreign and local literature and studies. As a
process, the data will be analyzed and interpreted and will have an output of a conclusion and
recommendation for the benefactors of this study.
Research Locale
The Philippine State College of Aeronautics is the research locale of the study. It is located along
Piccio Garden, Villamor, Pasay City, Metro Manila, Philippines along the area of Villamor Air
Base.
It is an aviation state college of the Republic of the Philippines, aside from its undergraduate
courses, it is the only institution in the Philippines that offers master and doctoral programs in
aeronautical education and management.
Data Gathering Procedure
The researchers were allowed to conduct a structured interview with the Head Registrar.
Other than that, the researchers asked some students of PhilSCA concerning the impact and
effect of the Free Tuition Law to them. The questionnaire was the main tool used to elucidate or
clarify vague answers throughout the interview. The questionnaire is thought to be the quickest,
most dependable and most inclusive or comprehensive type of data gathering needed to answer
the questions mentioned in the statement of the problem.
Construction and Validation of the Questionnaire
The researchers constructed the questionnaire based on the result of the class’
brainstorming about the topic, the provisions of the RA 10931, and related texts that the
researchers read and analysed.
Before the researchers conducted a structured interview with the chosen representative of
the respective University, the researchers consulted their Managerial Economics Professor for
suggestions and comments. The researchers then came up with the draft of the questionnaire to
be followed throughout the interview. The subject professor reviewed the items for development
then the group finalized the draft of the questionnaire and gave the revised questionnaire to the
class coordinator for approval.
Administration of the Questionnaire
The researchers sent a letter addressed to the Office of the Student Affairs of the
Philippine State College of Aeronautics to ask permission for a structured interview with the
school officials who has the knowledge with the internal and external affairs of the University.
Upon the approval of the request, the researchers approached the Head Registrar, as the
representative of the chosen University, to participate in a structured interview.
CHAPTER 4
Presentation of Data
This section provides the information coming from the structured interview of the
proponents with the proper respondents. These are their actual responses stated in their first
language transcribed from the recorded audios of the said interviews and from the data provided
by the said respondents. This is in line with the questions formulated from the statement of the
problem for the purpose of the study. Below is the response of the selected respondents of the
study.
Table 1. The Interview to the Registrar officer
Question Answer
1. Are you aware of the Republic Act No. Ah yung Universal Access to ano...Oo
10931 or also known as the “Universal naman.
Access to Quality Tertiary Education Act?”
2. How many students are enrolled for the (see Appendix A for a detailed data)
School Year 2016 to present? SY 2016 – 2017 ( 1st Sem) = 6128
SY 2016 – 2017 ( 2nd Sem) = 5862
SY 2017 – 2018 ( 1st Sem) = 5240
SY 2017 – 2018 ( 2nd Sem) = 5093
SY 2018 – 2079 ( 1st Sem) = 5307
SY 2018 – 2079 ( 2nd Sem) = 5100
3. How many of the currently enrolled Almost all
students are covered by the Free Tuition Law
of the Government?
4. What are the standards and qualifications Katulad nung nasa IRR, may mga
set or established by the University which are qualifications yan eh, pero sa amin ngayon,
needed to be complied by the students to avail maliban na lang kung siya ay magvoluntary
the free tuition in College? (walk) out, covered sila lahat muna, initially.
Maliban dun sa mga prohibitions na
nakalagay dun sa law, halimbawa kung tapos
na siya, kung siya ay transferee, tapos na siya
or second degree na niya un, automatic na
disqualified siya. Kahit saan naman yan eh.

5. How does your school process the Admission requirements? Sa ngayon yung
application of the students who want to enter latest eh may grade requirement kami: 85 for
your institution? non-engineering program, ibig sabihin, yung
mga 4 years and below, at least 85 ung
General Weighted Average, then sa 5-year
program namin which is dalawa, 90 yung
GWA. Yun lang sa academic, siyempre yung
iba pa, ung good moral, ung mga normal sa
admission requirements...
Pag bago, dun muna sila sa, siyempre ang

need is yung slip na katunayan na pumasa
siya ng entrance exam, then punta siya sa
coordinator. Bawat program kasi may
coordinator for collection ng mga documents
for enrolment – card, transcript kung
transferee, tsaka lahat ng needed na
requirements na nakalista. Then, medical.
Pagkatapos ng medical is assessment, tapos
encoding, bayad tapos ano ng registration,
Certificate of Registration. Then ung huli
punta sila sa IGP para sa distribution ng test
booklet. Tapos na.
Kasi nga mayroon tayong policy na universal

process ng enrolment sa lahat ng SUC.
6. What are terms and conditions that the Meron kaming internal policy na
students who avail the free tuition must pagnakaapat ka na ng failure, automatic
follow or perform within its college years? disqualified ka. Cumulative yun ha. Ibig
sabihin hindi lang sa isang sem.
7. Does the University gives priority to those Sa free tuition? Sabi ko nga kanina, wala
who are financially unstable, or do they still kaming basehan na ganun, basta nakapasa
accept students who already have the siya, automatic grantee siya ng free tuition.
financial capabilities?
8. Does your college has entrance Oo meron. Tulad nga ng sinabi ko, pag ang
examinations? If yes, what are the privileges GWA niya is below 85, hindi na siya
given for those students who got high scores? pinapayagang kumuha ng entrance exam.
(So parang kasama din po ang grades sa

entrance exam?) Hmm-hmm, kasama.
9. Breakdown of Tuition Fee/ Other fees (see Appendix B for detailed info)
300 pesos testing fee. Nairereimburse naman
ng gobyerno yan eh, kasama yan sa iniaano
ng free tuition. Covered yan ng free tuition.
Nag-average kami sa mga 4-year program ng
at least 10000 per semester. Doon sa iba, kasi
may flying kami e, medyo mahal un, umaabot
un ng mahigit isang milyon sa duration ng
program, mga 1.5 [million] siguro sa loob ng
limang taon
Tuition fees, miscellaneous, sagot naman

lahat e, maliban dun sa test booklet.
Binabayaran un, parang maximum is 210
pesos, mula midterms hanggang finals. Kasi
marami kaming, ung isang program, courses,
maraming subjects, parang 11 yata. So 11
times 3, 33 bawat estudyante. So un ung cost
ng ano, parang 7 pesos ata ung isang
booklet.
10. Does the school has the allocated budget Kase subject niyan yung UniFAST. Nung
received from the government? isang araw nagmeeting kami don, parang
kasama ako sa table, di ko lang alam kung
registrar ba yon or accountant. Ibinibigay
naman yan kasi considered yan as automatic
appropriation, general appropriations acts,
kasama na yan eh. Sa CHED ang punta. All
we have to do is submit the necessary
documents, ineevaluate nila. Pag okay,
ibibigay na yung pondo.
11. Is the budget provided by the Enough naman, kase ano eh, kumbaga yung
Government enough to fund all the needed dapat naming kolektahin sa estudyante,
expenses of the students? binabalik din. So lahat yan, kumbaga hindi
lang galing sa estudyante, pero galing sa
gobyerno.
12. How Free Tuition Law affects the May nagbago? Siguro ang epekto lang, wala
University? namang ano eh.. yung budgetary allocations,
separate naman, ang mawawala nga lang is
the tinatawag nating tinatawag nating capital
outlay, na parang infra. So ang gagawin
ngayon ng ano, hindi kasi automatic yan,
hindi kasama sa free tuition.
(sa facilities) Halimbawa, magtatayo ng
building, yung mga program na ano, yan ung
maapektuhan. But, pwede yung mag (laddy)
yung administration sa Congress for
additional budget. Ganun naman lagi ang
ginagawa. So more or less, ang natulungan
niya, which is the ultimate goal naman ng
state universities and colleges talaga,
nadevelop natin, yung burden ng finance,
natanggal sa kanilang balikat. Yang
perspective na dapat nating tignan kaysa sa
ano diba, kasi nawalan ng burden ung mga
magulang na kailngang maghanap ng
pangtuition. Lalo na dito sa amin medyo
mahal ang tuition, kumpara sa inyo.
13. How Free Tuition Law affects the Staff? Wala naman, kasi personal services sagot
naman yan ng gobyerno, maliban na lang sa
mga contract of service, may certain ano na
siyempre fact from their part, siguro
pagkakinulang ung nasisingil, katulad niyo
ang baba, walang problema samin, kasi more
than enough yung tuition namin to support
the current strength ng staff. Eh walang
problema yun.
14.What are the benefits and also the flaws Siguro yung magiging problema niyan sa
and shortcoming that you have observed? ating gobyerno mismo, siguro 5 or 10 years
from now, kasi yung source ang
panggagalingan niyan eh. Depende yan sa
gobyerno kung kakayanin nila, of course
additional taxes yan ng taumbayan kung
sakali. But, tulad nga ng sabi ko, hindi natin
dapat tignan sa ganung perspective.

Maaaring maooffset nang bagay na yun yung
productivity na icocontribute ng mga
estudyante ngayon balang araw sa
ekonomiya ng bansa diba. So maaaring
maoffset niya yung additional na burden sa
tao. Kasi taxes eh, additional tax yan. Kaya
nga yung TRAIN law, dba? Dun yan kukunin.
Ang consolation na lang siguro diyan ng
government diyan is, natulungan nila yung
mga youth na maging productive someday na
makacocontribute din sa development ng
ating bansa. So maooffset, odd even siguro.
15. Sustainable? Yun nga, meron din kasing di na dapat
sagutin dun e. Tulad ng testing fee, di na
dapat binabayaran ng gobyerno, kasi may
mga estudyanteng, halimbawa kumuha siya
ng apat na exam sa apat na SUC. Kasi, kung
katulad namin 300, sa iba 1000, 500, so
burden yun sa government kung ba’t isasauli
pa yon, kasi di naman yun incidental,
kumbaga di na sana yun kasama sa
tutustusan ng gobyerno.
16. As part of your benchmarking Meron, siyempre. Nagdecrease ang
processes/strategy, do you see that the public enrolment ng private. Malaki talaga ang
and private institutions are essentially epekto, kasi nabawasan sila ng kliyente, lalo
complying with the intents of the Universal na sa Aeronautics. Kumpara kasi sa ibang
Access to Quality Tertiary Education? schools, ang usapan ng tuition diyan is, sa
parehong curricular program namin, for
example ng Patch, ng Airlift, nagkakaroon
yan ng diperensiya na 25,000-30,000, kasi
10[thousand] kami, dun sa kanila 50,000. So
tendency ng estudyante, lipat dito sa libre.
May mga percentage yan, kaya lang di ko
kayo mabigyan ng accurate, pero malaki
yung epekto sa ibang mga private. Dun sila
pumunta ngayon sa mga SUC, ang problema
katulad namin, limited yung capability namin
ng estudyante, so di namin matanggap lahat,

so parang defeated yung mandate namin to
educate as many. Universal Access kasi un
eh, kaya lang di namin pwedeng tanggapin
ang lahat. Katulad niyan, halimbawa,
tatanggapin lang namin is 3000 for the next
school year, additional, then mayroon kaming
entrance exam takers na 6000, ung tatlong
libo definitely di na namin mapagsisilbihan.
The researchers managed to ask the opinion of the students of the university as they were
the first hand to experience the impact of the RA 10931 in the school. The summary of the
responses of the eleven (11) students the researchers have interviewed was presented in the table
below and this will be interpreted in the succeeding chapter of this research.
Table 2. Interview with the students of PhilSCA
Question Response
1. What are the effects of Free Tuition Law to - less gastos ; no miscellaneous fees
the students? - helpful, especially for working students
- big help for their parents
- mas napapagaan sa financial
- yung iisipin na lang na expenses ay yung sa
projects and activities at daily allowance
- (parang hindi lang nakikita sa labas pero
may binabayaran pa rin talaga)
2. Does Free Tuition Law affects the Quality - mas tumaas yung standard for students,
of Education of the University? since free tuition na.
- kung ano yung mga existing facilities, yun
pa lang din.
- same pa rin naman
3. Should Free Tuition Law be universal to all - binigyan naman tayo ng government ng
students, even those who are financially stable option, so nasa atin na yun kung gusto natin
magbayad (tulad ko na gusto ko agad na
lumabas ng bansa after college, so di ako
covered ng free tuition)
- actually kasi dito sa PhilSCA maraming
may kaya naman sa buhay pero dito nag-

aaral for some reason, kasi alam nila na for
future, mas.. syempre mahal mag-aral lalo na
sa paglipad. So i think, investment nila iyon
4. Do you think the Government can sustain - ayon lang, hindi ako sure pero sana. Para
the Free Tuition Law within the next years? naman hindi lang kami ang magbenefit.
- feeling ko hindi, pero depende kung may
pera pa ang gobyerno.
- hindi ako sure, kasi lalo na kapag nagpalit
ng administration, so baka may mag-iba ulit.
CHAPTER 5
Interpretation of Data
Lot of people were aware about the existence of the Republic Act No. 10931 or also
known as the "Universal Access to Quality Tertiary Education Act". In the Philippine State
College of Aeronautics, the total number of enrollees does not have a large gap among each
other. It means that there is no significant change in the number of students entering the college.
The factors may be because the programs offered by the institution are quota courses and also the
existing facilities can only cater a certain number of students.
There has been a set of qualifications to be granted with free tuition, initially, all students
enrolled in a beneficiary school are covered by the free tuition law unless the students, together
with their guardian or parent, voluntary walks out from the list. One qualification is that the
students must not a graduate of any course. Whoever discovered to be one, he/she is subject for
disqualification from the program.
The school processes the students papers same as how the other State Universities
processes the same papers because the institution have a universal process of enrollment policy
that they should follow together with the other State Universities. There were also policy in order
to retain the free tuition program of the government. In PhilSCA, students must not have a
cumulative of four failures. Those with four failures are automatically disqualified from the
program. Despite of this fact, one is automatically a grantee once an aspiring college student
passed the entrance exam provided by the school as long as the students have a good class
standing. It doesn't gives priority to those who are financially unstable. This ideology can be
compared to the socialized tuition system of the University of the Philippines whereby
scholarships or academic discounts are given to students based on their economic standing.
The government give the allocated budget just enough for the operation but as regards
with the improvement, there has been no money allocated. Even though the full tuition of the
students as well as the other fees such as miscellaneous, and entrance exams are covered of the
free tuition program, it cannot be denied that there will be still payments to be made in school
while you are studying because in reality there is no such thing as free lunch. Due to this, the
budget for the improvement of the schools especially for the infrastructure project in the school
vicinity get compromised. But this can be aided by just having the proper procedure of
requesting.
In totality, as of now, there were no significant or great effect from the existence of the
Universal Access to Free Tertiary Education to the university, staff and students. The quality of
education was still the same, before and after the implementation of the program. The only
problem and question for this is, how long can the government support the program.
The host school is state universities, as the implementation of the free tuition law
continues, there may be an increase in the demand to these institution but in contrast, the demand
for private universities decreases.
When the students of the institution were asked regarding to what they are experiencing
with the implementation of the RA 10931 Universal Access to Quality Tertiary Education Act
they responded that there were no significant change in the quality of education, facilities and
others that can be observed throughout the first year of the said program. There was only a rise in
the standards of the school for students. They felt the effect of this law personally as the
beneficiaries. The free tuition law helped the students to minimize the money they need to use
for the payment of their tuition fees and other miscellanenous fees specially to those students
who work also to sustain their own needs. This law also has an indirect effect towards the
parents, guardian or the person shouldering the expenses of the students throughout the span of
this person’s as they benefited from the loss of tuition fees to be paid by the students. But in line
with this, there is a disagreement from the students to make the beneficiary of the law be specific
to those only financially unstable and those who can pay will not be included as a defense that
every Filipino people are taxpayer and each must be benefited also for what they are paying for.
And also, lawmakers included in the Republic Act that the student has a choice to be part of the
program or not, in this way, there was already an equality and the decision will be leave to the
will of every students.
The students wanted the program to stay as long as possible. Filipino citizens must be
benefited from the tax they are paying and not just these few selected people. It is doubtful how
the government will shoulder all the expenses of the scholars but these scholars are hoping for
the sustainability of the program.
CHAPTER 6
Conclusion and Recommendation
Conclusion
The Universal Access to Quality Tertiary Education Act is a big help towards the level of
education in this country, extending the help to every students who lacks financial capabilities to
still be able to reach their dreams. The Free Tuition Law, at the perspective of students, was
really efficient for it has lessen the burden of them and their parents, and raised the standard of
the education. The Free Tuition Law, at the perspective of the school administrators, is effective
yet still subject to revisions to increase its efficiency and secure sustainability.
Although there is no specific increase or decrease in enrollment for the first year
implementation, there's a possibilty that enrollees will constantly increase in the near future,
which means the cost to be burdened by the government for this free tuition fee will continuously
grow as well. With this, the allocation for budget will have a large possibility to focus mainly on
free college, which is not practical at all for the government.
Yes, the Universal Access to Quality Tertiary Education Act is questionable for its
continuity and sustainability within the next years; if the Government will stick with the
requisites and provisions of what this law covers, the country will be needing a high amount of
funds sufficient to cover all the needed expenses. These funds will come from the tax paid by the
citizens of the Philippines so definitely, the change in tax regulations will affect the mentioned
individuals. In this case, it will be doubtful if this program will still be helpful or will be an
additional burden to greatest number of people.
In a state university like Philippine State College of Aeronautics which offers quota
courses and has only facilities that can cater only certain numbers of students, there is no
significant change in the numbers entering the college whether free tuition law is implemented or
not. Thus, the payment received by the colleges before the execution of the law stay still and
results to no changes for what are allotted in the education provided by the institution. The only
change is the payer of these fees, from the students and their parents to the Government.
Therefore, the quality of education is still the same before and after the application of the law.
When looking to the view of considering the Socialized Tuition System instead of the
Universal Access, as what is previously observed in the University of the Philippines (UP), it is
highly suggested by the school official but found a disagreement from the side of the
beneficiaries and non-beneficiaries, who are the students. As a citizen of the republic of the
Philippines, everyone must be given the previlege of enjoying the chances given by this law
regardless of the economic status. And, there are students who opt to be excluded from being
beneficiaries of the Universal Access to Tertiary Education for the reason that a return service
will be demanded from them after they have finished their courses and it is not good for them for
personal reasons. Leaving the decision to the hands of the individual is just if it is talking about
the equal outlook to every citizen but if seen that these privileges were wasted then there will
only be a liability of the government. Finding the way of how will these scholars show how they
value and thankful for what they are receiving, the government fall down with the decision of
allowing the universities to implement a return service program. Return service aims to be a tool
by the students to show their gratitude of benefiting from the program.
Given all these cases, we concluded that:
 The state provides adequate funding and such other mechanisms to increase the
participation rate among all the socioeconomic classes in tertiary education but
failed to accommodate this additional number of participants with the quality
education they are expecting to enjoy.
 The state does not provide all Filipinos with equal opportunity to quality
education in a state university like PhiSCA even though everyone is given the
chance to take admission tests (which is suggested to be reviewed and consider
nullification as it is deemed that country’s resources wasted), not everyone can be
catered by the university.
 The state gives priority to students, who are academically able but not highly to
those who come from poor families but they are given the chance to be qualified
in such number of school financial assistance aside from the free tuition if
enrolled.
 The institution ensures the optimized utilization of government resources in
education.
 The state lacks with providing adequate guidance and incentives in channeling
young Filipinos in their career choices towards the development and utilization of
human resources. There is shortage with the appropriate people who will provide
this such aim.
 The state recognizes the complementary roles of public and private institutions in
tertiary educational system.
Finally, we think the law still fails with its objective of making education accessible to
all, as it does not really satisfy its short title “Universal Access to Quality Tertiary Education”.
The education is not accessible to everyone because of limited capabilities of the universities to
cater great number of students due to shortage in facilities, staffs, that all dependent to funds.
High standards and qualification set by institutions makes education inaccessible to everyone
especially to those who aspire to be part of an institution funded by the law but failed to reach
the . The idea of universality means there will be no exceptions and must be binding with all,
and with this, the law did not passed the qualifications of universality. However, if the content of
the Republic Act will be the basis, the free tuition law program of the government is in line with
what it is really meant as per the lawmakers.
Recommendation
Actually, free college is not free. The government, the Filipino people rather, who are
taxpayers are the one who are in burden of this Universal Access to Tertiary Education. It does
help students, but not all.
Although there is no specific increase or decrease in enrolment for the first year
implementation, there's a possibility that enrollees will constantly increase in the near future,
which means the cost to be burdened by the government for this free tuition fee will also
continuously grow. With this, the allocation for budget will have a large possibility to focus
mainly on free college, which is not that practical for the government.
The Government and the lawmakers should consider the revision of the Universal Access
to Quality Tertiary Education Act, limiting the expenses it covers such as the removals of Free
Entrance Exams to any SUC or LUC to be able to lessen the burden given to the taxpayers. In
connection with this, students who are not willing to enter a specific SUC yet apply for entrance
exams are really a big loss for the government for they had given a free opportunity to these
students who easily neglect it.
The Government and the Lawmakers should consider revising the Free Tuition to College
to Socialized Tuition System as it can be seen as more cost-efficient. Only poor and deserving
students should benefit from this free tuition law, it will not be fair if the government would also
pay for students who are not willing to pursue their studies and abuse the free tuition granted to
them. Beneficiaries should be screened first. The government would be at a great disadvantage if
families with large tuition fees who can easily afford it will also be charged to the government.
This will not just help on the part of the students, but will also lessen the burden of the taxpayers.
The Government and the Lawmakers should make sure first, the capability of the
universities to accommodate a great number of students as they aimed it to be universal by
improving the curriculum, increase the number of staffs especially teachers,
For the students who so fortunate to be part of the program use the privilege you are
enjoying now in a right manner. Do not waste the chance given by you by this law to fix your
life and straighten your path, the state making your journey easy and it is your responsibility to
make the journey of yours successful.
For the institution that is part of this program, always ensure the optimized utilization of
government resources for education. Use the funds wisely and righteously.
APPENDICES
APPENDIX A LETTER
APPENDIX B QUESTIONNAIRE
Name:
School:
Years of Service:
Position/Department:
Directions: Answer the following question.
1. Are you aware of the Republic Act No. 10931 or also known as the “Universal Access to
Quality Tertiary Education Act?” ____ YES _____ NO
2. How many students are enrolled for the School Year
a. 2018 – 2019? _____________
b. 2017 – 2018? _____________
c. 2016 – 2017? _____________
3. How many of the currently enrolled students are covered by the Free Tuition Law of the
Government? ______________
4. What are the standards and qualifications set or established by the University which are
needed to be complied by the students to avail the free tuition in College? (Allowed to
attach document)__________________________________________________________
________________________________________________________________________
a. What are terms and conditions that the students who avail the free tuition must follow
or perform within its college years? (Allowed to attach documents e.g.
handbook)____________________________________________________________
b. Does the University gives priority to those who are financially unstable, or do they
still accept students who already have the financial capabilities? _____Yes ____ No
5. Does your college has entrance examinations? If yes, what are the privileges given for
those students who got high scores? _____ YES _____NO
________________________________________________________________________
6. How does your school process the application of the students who want to enter your
institution? (Allowed to attach document)
______________________________________________________
7. The amount of: (Allowed to Attach Document)
a. Full tuition? ____________
b. Other fees? ____________
c. Allocated budget received from the government? (if possible) ____________
o Is the budget provided by the Government enough to fund all the needed
expenses of the students? ____Yes ____No
_____________________________
8. How Free Tuition Law affects the:

a. University?
a.) The quality of Education the school provides?
 Excellent  Neutral
 Very Satisfactory  Poor
 Satisfactory  Very Poor
b.) Considering the courses and programs offered by your University, how does it
comply with the Free Tuition Law?
o Does the Universal Access to Tertiary Education covers all the expenses and
costs needed in the programs/courses offered by the institution?
______ Yes ______ No
o What are the programs, facilities and other fees covered by the free tuition
law?
__________________________________________________________________
c.) Since the implementation of free tuition law, are there any changes in the
university’s financial and budgetary condition, organizational and administrative
processes, and other internal-related factors?
__________________________________________________________________
b. Students?
c. Staffs?
9. Does your school provide a career guidance program for the students?
___ Yes ____ No
_____________________________________________________________
a. What are the career guidance and strategies the university has done so far (if any) to properly
develop and guide the students in their educational and career path? Are they properly
oriented in the enrolment process? What are its results at the moment?
10. Considering the fact that this year was the first implementation of the Free Tuition Law,
a. What are the benefits and also the flaws and shortcoming that you have observed?
___________________________________________________________________________
b. How does your institution complied with the flaws and shortcomings of the act?
___________________________________________________________________________
11. As part of your benchmarking processes/strategy, do you see that the public and private
institutions are essentially complying with the intents of the Universal Access to Quality Tertiary
Education?
a. Does this spur schools to heighten their educational standards?
b. Is Universal Access to Quality Tertiary Education Act sustainable
APPENDIX C SUMMARY OF ENROLLMENT

APPENDIX D CURRENT MISCELLANEOUS AND OTHER FEES

APPENDIX E TRANSCRIPT OF INTERVIEW
Interviewer: ...Ano po ung insight niyo regarding sa free tuition, kung against po ba kayo or not?
Interviewee: Personal?
Interviewer: Hindi naman po, focus po sa school, ung effect po ng free tuition sa school.
Analysis lang po naman kasi ung gagawin namin.
Interviewee: Basically, ung effect nun sa institution namin, o sa seserbisyuhan natin kumbaga sa
estudyante?
Interviewer: Pareho po, may mga tanong din po kami. Una po, aware po ba kayo sa Republic Act
10931 o ung free tuition fee?
Interviewee: Ah ung Universal Access to ano...Oo. Medyo.
Interviewer: Meron po kasi kami ditong gusto po sanang data.About lang po sa mga number of
students per year lang po.
Interviewee: Kailangan niyo?
Interviewer: Opo, sana lang po.May makikita po ba kami sa site niyo po na number of students?
Interviewee: Meron meron. Bigyan namin kayo ng data.
Interviewer: Thank you po. Naiiyak ako. So ayun lang naman po.
Interviewee: Figure lang ha? Walang pangalan, walang ano, kasi...
Interviewer: Numbers lang po. Number of students po. Kahit mula 2016 lang po.
Interviewee: 2016 hanggang ngayon? Tatlong taon?
Interviewer: Opo. Kahit three years lang po. Para lang po maikumpara lang namin, kung may
nadagdag or may nabawas.
Interviewee: So comparative data. Hmmm sige.

Interviewer: Kasi bago lang po ung free tuition, kaya tignan po namin kung nadagdagan po ba.
So un lang po, three questions na po agad yon. Ano lang naman po ito, 10.
Interviewee: Hmm hmm.
Interviewer: So ano po ung standards and qualifications niyo po para makapasok po dito sa
university?
Interviewee: Admission requirements? Sa ngayon ung latest eh may grade requirement kami: 85
for non-engineering program, ibig sabihin, ung mga 4 years and below, at least 85 ung General
Weighted Average, then sa 5-year program namin which is dalawa, 90 ung GWA. Yun lang sa
academic, siyempre ung iba pa, ung good moral, ung mga normal sa admission requirements...
Interviewer: Makikita naman po namin yan sa website niyo po?
Interviewee: Sa website? Oo. May website ba kami?
Interviewer: Parang may nakita po kasi kami e, meron po. Paano naman po maaavail ng students
ung free tuition po?
Interviewee: Katulad nung nasa IRR, may mga qualifications yan eh, pero sa amin ngayon,
maliban na lang kung siya ay magvoluntary (walk) out, covered sila lahat muna, initially.
Maliban dun sa mga prohibitions na nakalagay dun sa law, halimabawa kung tapos na siya, kung
siya ay transferee, tapos na siya or second degree na niya un, automatic na disqualified siya.
Kahit saan naman yan eh.
Interviewer: So bale pano po mapapanatili ng student ung free tuition niya?
Interviewee: Meron kaming internal policy na pagnakaapat ka na ng failure, automatic

disqualified ka. Cumulative yun ha. Ibig sabihin hindi lang sa isang sem.
Interviewer: So kunwari po bumagsak ka ngayon, second sem bumagsak ka ulit, bale dalawa na
yon?
Interviewee: Hmm-hmm. Ganon.Accumulated kumbaga.

Interviewer: Prina-priority niyo po ba rito ung mga financially unstabled po pagdating sa free
tuition or hindi naman?
Interviewee: Sa free tuition? Sabi ko nga kanina, wala kaming basehan na ganun, basta nakapasa
siya, automatic grantee siya ng free tuition.
Interviewer: May entrance exam po kayo?
Interviewee: Meron.
Interviewer: So ano po ung kinukuha mula sa entrance exam? Ung grades po, may bearing po ba
yon para makapasok?
Interviewee: Oo meron. Tulad nga ng sinabi ko, pag ang GWA niya is below 85, hindi na siya
pinapayagang kumuha ng entrance exam.
Interviewer: So parang kasama din po ang grades sa entrance exam?
Interviewee: Hmm-hmm, kasama.
Interviewer: Sir ilang students po ung ineexpect niyo sa mga next entrance exams po?
Interviewee: Hmm kasi parang ang nag-exam initially, umabot kami ng 6000 e.
Interviewer: Ilan po ung passers?
Interviewee: Mayroon kaming quota. Quota program lahat yan e. Lahat ng program namin is
quota program.
Interviewer: Ganun din po samin.
Interviewee: Un ung ano... So kung ang target lang namin is 3000 students for the incoming ano,
ung 3000 sa lahat ng ano, sila na yon, equally distributed. May mga waiting list kami, depende
yan sa availability ng slots.
Interviewer: May fee po ba un entrance exam?

Interviewee: Oo, 300 pesos testing fee. Nairereimburse naman ng gobyerno yan eh, kasama yan
sa iniaano ng free tuition. Covered yan ng free tuition.
Interviewer: [Pano naman po ung] process ng enrollment?
Interviewee: Pag bago, dun muna sila sa, siyempre ang need is ung slip na katunayan na pumasa
siya ng entrance exam, then punta siya sa coordinator. Bawat program kasi may coordinator for
collection ng mga documents for enrolment – card, trancript kung transferee, tsaka lahat ng
needed na requirements na nakalista. Then, medical. Pagkatapos ng medical is assessment, tapos
encoding, bayad tapos ano ng registration, Certificate of Registration. Then ung huli punta sila sa
IGP para sa distribution ng test booklet. Tapos na.
Interviewer: Parang PUP lang din, parang samin lang po.
Interviewee: Kasi nga mayroon tayong policy na universal process ng enrolment sa lahat ng
SUC.
Interviewer: Kung sakali pong walang free tuition, magkano po ung mga...
Interviewee: Nag-average kami sa mga 4-year program ng at least 10000 per semester. Doon sa
iba, kasi may flying kami e, medyo mahal un, umaabot un ng mahigit isang milyon sa duration
ng program, mga 1.5 [million] siguro sa loob ng limang taon.
Interviewer: Pero hindi po un covered ng free tuition?
Interviewee: Covered din.
Interviewer: Ngayon po covered na ung flying program?
Interviewee: Oo.
Interviewer: So bale full po yon.
Interviewee: Binabayaran un, kasama sa free tuition.
Interviewer: So sobrang taas na po ng standard ng mga kumukuha po ng ano...
Interviewee: Kaya nga yan ung flock ship namin kung kasama ung geodethical engineering
actually, na piling-pili ung mga estudyante.
Interviewer: Ano po ung mga courses na, kasi po sa PUP po, sa Accountancy, every year po
nagtatanggalan, same as po ba yun sa aero?
Interviewee: Bawal dun magkaroon ng failing grade, tres ata ung pinakamababa. So pag may tres
kana, warning ka na, inulit mo pa yon, lalo na sa mathematics subject. So ung retention program
nila don, ung retention policy dun ay mas strict, kumbaga sa usual na mga ibang program.
Interviewer: So if ever po, pwede rin po bang makahingi ng data about dun sa fees po, sa free
tuition po per student?
Interviewee: Assessment?
Interviewer: Opo, kung wala pong free tuition po, kung magkano...
Interviewee: Kung magkano ung bayad?
Interviewer: Opo
Interviewee: Siguro dun tayo sa Collecting Office, sila ang makapagsasabi. Perhaps, you need to
make a letter request, formal letter, tungkol diyan sa assessment. Tignan natin kung pagbigyan.
Interviewer: Sige po sir. Ano po ung other fees bukod po sa tuition?
Interviewee: Tuition fees, miscellaneous, sagot naman lahat e, maliban dun sa test booklet.
Binabayaran un, parang maximum is 210 pesos, mula midterms hanggang finals. Kasi marami
kaming, ung isang program, courses, maraming subjects, parang 11 yata. So 11 times 3, 33
bawat estudyante. So un ung cost ng ano, parang 7 pesos ata ung isang booklet.
Interviewer: Ung allocated budget, binibigay naman po ng government?
Interviewee: Kase subject niyan ung UniFAST. Nung isang araw nagmeeting kami don, parang
kasama ako sa table, di ko lang alam kung registrar ba yon or accountant. Ibinibigay naman yan
kasi considered yan as automatic appropriation, general appropriations acts, kasama na yan eh.
Sa CHED ang punta. All we have to do is submit the necessary documents, ineevaluate nila. Pag
okay, ibibigay na ung pondo.
Interviewer: Enough naman po?

Interviewee: Enough naman, kase ano eh, kumbaga ung dapat naming kolektahin sa estudyante,
binabalik din. So lahat yan, kumbaga hindi lang galing sa estudyante, pero galing sa gobyerno.
Interviewer: So how free tuition affects the university? Ung quality education nagbago po ba?
Interviewee: May nagbago? Siguro ang epekto lang, wala namang ano eh.. ung budgetary
allocations, separate naman, ang mawawala nga lang is the tinatawag nating tinatawag nating
capital outlan, na parang infra. So ang gagawin ngayon ng ano, hindi kasi automatic yan, hindi
kasama sa free tuition.
Interviewer: Sa facilities...
Interviewee: Halimbawa, magtatayo ng building, ung mga program na ano, yan ung
maapektuhan. But, pwede ung mag lapit ung administration sa Congress for additional budget.
Ganun naman lagi ang ginagawa. So more or less, ang natulungan niya, which is the ultimate
goal naman ng state universities and colleges talaga, nadevelop natin, ung burden ng finance,
natanggal sa kanilang balikat. Yang perspective na dapat nating tignan kaysa sa ano dba, kasi
nawalan ng burden ung mga magulang na kailngang maghanap ng pangtuition. Lalo na dito sa
amin medyo mahal ang tuition, kumpara sa inyo.
Interviewer: Opo, samin po kasi, kung di po free tuition, aabot lang po ng 1k.
Interviewee: Oo, un ung ano, kumbaga mas importante nating tignan kaysa ung ano ng kwan.
Interviewer: Sa staff po ba, may implication ung free tuition o wala naman po?
Interviewee: Wala naman, kasi personal services sagot naman yan ng gobyerno, maliban na lang
sa mga contract of service, may certain ano na siyempre fact from their part, siguro
pagkakinulang ung nasisingil, katulad niyo ang baba, walang problema samin, kasi more than
enough ung tuition namin to support the current strength ng staff. Eh walang problema un.
Interviewer: Meron po ba kayo ritong career guidance program?
Interviewee: Meron kasi kaming office para diyan na talagang yan ang ginagawa, sakop ng
Admissions yan. Yun ang kanilang ano lang, trabaho.
Interviewer: So kanila na lang po siguro namin matatanong ung strategies?

Interviewee: Oo sa guro dun. Separate kasi ung Admissions e, and sa Testing, ung nag-
aadminister ng entrance exam, and then Guidance Services.
Interviewer: Benefits ng free tuition sa lahat po?
Interviewee: Siguro ung magiging problema niyan sa ating gobyerno mismo, siguro 5 or 10 years
from now, kasi ung source ang panggagalingan niyan eh. Depende yan sa gobyerno kung
kakayanin nila, of course additional taxes yan ng taumbayan kung sakali. But, tulad nga ng sabi
ko, hindi natin dapat tignan sa ganung perspective. Maaaring maooffset nangg bagay na yun ung
productivity na icocontribute ng mga estudyante ngayon balang araw sa ekonomiya ng bansa
diba. So maaaring maoffset niya ung additional na burden sa tao. Kasi taxes eh, additional tax
yan. Kaya nga ung train law, dba? Dun yan kukunin. Ang consolation na lang siguro diyan ng
government diyan is, natulungan nila ung mga youth na maging productive someday na
makacocontribute din sa development ng ating bansa. So maooffset, odd even siguro.
Interviewer: Parang investment na lang po siya ng bansa?
Interviewee: Oo, kumbaga un ung tinitignan nila, kahit gumastos tayo, parang investment din,
kasi di natin alam kung kakayanin pa ng gobyerno 5 or 10 years from now.
Interviewer: May tanong nga po kami about diyan, kung sustainable ba?
Interviewee: Un nga, meron din kasing di na dapat sagutin dun e. Tulad ng testing fee, dna dapat
binabayaran ng gobyerno, kasi may mga estudanteng, halimbawa kumuha siya ng apat na exam
sa apat na SUC. Kasi, kung katulad namin 300, sa iba 1000, 500, so burden un sa government
kung ba’t isasauli pa yon, kasi di naman un incidental, kumbaga di na sana un kasama sa
tutustusan ng gobyerno.
Interviewer: Sa amin nga raw po may 25% na hindi umattend.
Interviewee: Kaya nga.
Interviewer: So dito po, totally wala na pong bayad? Kumbaga kukuha na lang ng test booklet?
Interviewee: Hmm-hmm. Gumagasta kasi tayo ng, ang agency kasi, ang school, gumagasta yan
ng papel, then ung incidental expenses ng mga examiners. So yan yung mga incidental expenses
na di na dapat shinoshoulder pa ng gobyerno. Sana bayaan na lang ung estudyante na sila na lang
ung magbayad nun.
Interviewer: Sinasayang lang din po nila ung slots.
Interviewee: Kung iisipin natin parang balewala. Pero we have to consider na galing yan sa tax.
Parang sayang dba? Tapos sa isang school lang din siya papasok. Dba?
Interviewer: Opo, totoo po yan. So last na po, sa tingin niyo po, ano po ung naging relationship
ng private school sa public school noong pinatupad po ung free tuition? Kung nagtaas po sa
ano... nabawasan sa private ddahil hindi po sila sakop.
Interviewee: Meron, siyempre. Nagdecrease ang enrolment ng private. Malaki talaga ang epekto,
kasi nabawasan sila ng kliyente, lalo na sa Aeronautics. Kumpara kasi sa ibang schools, ang
usapan ng tuition diyan is, sa parehong curricular program namin, for example ng PATTS
(Philippine Air Transport and Training Services, College for Aeronautics), ng Airlift,
nagkakaroon yan ng diperensiya na 25,000-30,000, kasi 10[thousand] kami, dun sa kanila
50,000. So tendency ng estudyante, lipat dito sa libre. May mga percentage yan, kaya lang di ko
kayo mabigyan ng accurate, pero malaki ung epekto sa ibang mga private. Dun sila pumunta
ngayon sa mga SUC, ang problema katulad namin, limited ung capability namin ng estudyante,
so di naming matanggap lahat, so parang defeated ung mandate namin to educate as many.
Universal Access kasi un eh, kaya lang di namin pwedeng tanggapin ang lahat. Katulad niyan,
halimbawa, tatanggapin lang namin is 3000 for the next school year, additional, then mayroon
kaming entrance exam takers na 6000, ung tatlong libo definitely din a naming mapagsisilbihan.
Interviewer: Apektado din po kasi diba ung mga infrastructure projects
Interviewee: Oo, anyway, lahat kasi, pag sumobra ka ng student population, lahat ng overhead
expenses, lalaki – kuryente, tubig – ang computation ng overhead expense talagang lalaki yan,
magiging mas burden sa government, kasi dun lahat yon sisingilin e. So, wala na ung tinatawag
nating quality education, parang basta na lang. So nadefeat na ungpurpose ng education.
Foremost naman kasi ung quality education, para maguing quality ung graduates, dba?
Interviewer: Andami kong nalaman. So overall, sa university po, okay po ung nagging effect ng
free tuition?
Interviewee: Sa ngayon, magiging beneficial pa yan. Hindi natin masisigurado 5 to 10 years from
now, so magkakaroon siguro yan ng pag-aaral kung okay ba ung free tuition, or magkakaroon ng
restrictions. Kumbaga ung pwedeng magbayad, magbayad, parang socialize tuition.
Interviewer: May nabanggit nga raw po na nabanggit sa Universal Access, kasama ung Republic
Act, kung kaya nga raw po, magvoluntary…
Interviewee: Inalis nila yun kase. Kumbaga, wala kasing nakalagay sa Law na restrictions nag
anon. Kumbaga ang intention ng Law is to grant equall access to everybody, regardless of your
economic status, na hindi naman dapat. Kasi kung kayang magbayad, pagbayarin. Kasi
socialized tuition fee dapat, un ung dapat pairalin.
Interviewer: Nabanggit po kasi samin na pwede raw po magrpovide ng mechanisms ung

university…
Interviewee: Oo, yun nga. Pero hindi pwedeng mag-ano ka na, “Ikaw ay mayaman ka, kaya
magbayad ka”. Hindi ganon. Bawal un.
Interviewer: Hindi niyo po ginagawa dito po yun?
Interviewee: Bawal un, hindi pwede un pwede sa batas sa ngayon. Magkakaroon ng problema
ung university pag ginawa nila ngayon. Unless magkaroon ng amendmend sa Law na very
specific na pwede magganon, that will be the only time na pwedeng gawin un, na ganun dapat
ang ginaawa. So, medyo nagpasikat ang ating mga lawmakers.
Interviewer: Side question lang po, kakabalita lang po kasi ito kanina, sabi po kasi, nakalimutan
ko po kasi ung position niya pero isa po siyang admin sa Duterte Administration, tapos sabi po
is, dapat daw pong tanggalin ung free tuition access ng mga estudyanteng nagrarally…
Interviewee: Hindi naman,. Dapat kasi maging objective din tayo sa lahat ng ano. Kung ang
pinaglalaban naman nila kaya sila nagrarally e makatarungan, makatwiran naman, e bakit mo
iaano ung kwan nay an. Kasi minsan, tsaka lang sila napapakinggan, kaya nagrarally yang mga
yan, minsan kasi di sila napapakinggan. Pero minsan may mga umaabuso na. So tignan natin,
hindi naman pwedeng dahil lang nagrally ka e… depende yon sa dahilan ng pagrarally. Kapag
nagrarally kayo para patanggalin ung president niyong kurakot, anong masama dun? E kung
nagrarally ka naman nang walang dahilan at binabatikos mo lang ng walang katuturan, e pwede
siguro sa mga ganon. Pero kung ang dahilan naman ng pagrarally makatwiran naman, bakit natin
pipigilan.
Interviewer: If any chance po, may mga suggestion pa po ba kayo sa gobyerno para po sa free
tuition?
Interviewee: Yun lang ang ano. Pag may kakayahan kang magbayad, magbayad. Kase parang
hindi tama na babalikatin ng lahat ng taxpayer ung edukasyon [nila]. Sayang eh. Ung socialized
tuition fee kasi, matagal na yang ginagawa. Katulad dun sa UP, depende sa status ng [magulang].
Kase isa sa requirement ng Admissions dun, ay ITR ng magulang, un ang basis ng socialized
tuition fee nila. May income ng bracket na icocompute, 20 percent, 10 percent ang babayaran ng
parents, depende sa income. So ganun dapat, un dapat ang inintegrate sana sa free tuition.
Ngayon, kung ang magulang mo ang income niya halimbawa ay ano lang 20000 a month, hindi
un makakapag-aral sa kolehiyo sa ngayon. Un ung ano, kasi pagkain, lahat. So tama lang ung
ano ng socialized tuition fee dati, na 500,000, kumbaga may bracket yan eh. Ganun sana ang
ginawa nun gating mga papoging mambabatas.
Interviewer: Kahit may free tuition fee na po, may mga scholarship pa rin po bang inooffer?
Interviewee: Kung ano lang ung nakalagay dun sa IRR din, maliban dun wala na.
Interviewer: Wala po kayong scholarship dito?
Interviewee: Meron
Interviewer: So ung mga mag-aapply din po…
Interviewee: Oo, may mechanism diyan eh. Isang basehan actually is sa economic status ng
estudyante. So ano yan, sinasalang nung test, anong tawag dun…
Interviewer: kasi diba sa free tuition, hindi naman po kasama ung allowance…
Interviewee: So meron pa silang allowance aside from free tuition may allowance din silang
natatanggap, if I’m not mistaken, 30,000 yata per semester or taon, basta ganon, meron. Hindi un
inalis ng free tuition kasi, book allowance, food allowance na din, load allowance, tsaka
convenient fast food chains allowance (laughs). So un ung hindi nila inalis, kasi malaking tulong
un. Minsan kasi problema talaga ng ano, walang baon pagpasok, kahit free tution.
Interviewer: Pag CHED naman po, 3k, 6k.

Interviewee: Ung SGPAA? Marami yan dati, kinonsolidate nila into one, TES na lang ang tawag
ngayon sa may tuition fee. Pero iba pa ung binibigay ng mga papogi nating mayor, dba?
References:
Adrian, M. (2018, March 20). A Student’s Guide to the Free Tuition Fee Law. Retrieved from
https://www.imoney.ph/articles/state-school-free-tuition-philippines/
Bacungan, V. (2017, August 5). Duterte signs free tuition bill into law. CNN Philippines.
Retrieved from http://nine.cnnphilippines.com/news/2017/08/04/president-rodrigo-
duterte-free-tuition-bill-law.html
Carneiro, P.M., & Heckman, J.J., 2003. Human capital policy. In J.J. Heckman &A.B. Krueger
(Eds.), Inequality in America: What Role for Human Capital Policies? (pp. 77-241)
Cambridge, MA: MIT Press.
Daven, J. (2008). Free Primary Education in Tanzania? A case study on costs and accessibility of
primary education in Babati town. Södertörn University College. Retrieved from:
http://www.diva-portal.org/smash/get/diva2:25319/fulltext01
Ferrer, Jerick & Abulencia, Arthur & Hermosisima, Ma. Victoria. (2014). An Analysis of the
Socio-Economic Profi le of Selected Students and the Cost of Degree Programs at the
Philippine Normal University: Basis for Tuition Fee Policy Review. Atikan Journal of
Educational Studies. 4. 159-178. Retrieved from
https://www.researchgate.net/publication/277667834_An_Analysis_of_the_Socio-
Economic_Profi_le_of_Selected_Students_and_the_Cost_of_Degree_Programs_at_the_P
hilippine_Normal_University_Basis_for_Tuition_Fee_Policy_Review
Goldin, C., & Katz, L. (2008). The race between education and technology. Cambridge, MA:
Harvard University Press.
Goldrick-Rab, S., Harris, D., & Trostel, P. (2009). Why financial aid matters (or does not) for
college success: Toward a new interdisciplinary approach. In J. Smart (Ed.), Higher
education: Handbook of theory and research (Vol. 24, pp. 1–45). New York, NY:
Springer.
Harris, D. et. al. (2018). The promise of free college (and its potential pitfalls). Brown Center on
Education Policy at Brookings. Retrieved from: https://www.brookings.edu/wp-
content/uploads/2018/09/GS_9202018_Free-College.pdf
Haveman, R., & K. Wilson (2007). Access, matriculation, and graduation. In S. Dickert-Conlin
& R. Rubenstei (Eds.), Economic Inequality and Higher Education (pp. 20-59) New
York, NY: Russell Sage Foundation
Interaksyon (2017, August 1). Govt can’t afford free tuition – economic managers. Retrieved
from http://www.interaksyon.com/breaking-news/2017/08/01/88235/govt-cant-afford-
free-tuition-economic-managers/
Jadloc, M.D. (2014). UP’s Socialized Tuition System in full swing. Retrieved from
https://www.upd.edu.ph/~updinfo/feb15/articles/UP's%20socialized%20tution
%20system.html
Kattan, R. B. (2006). Implementation of Free Basic Education Policy. The World Bank.
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Times. Retrieved from https://www.nytimes.com/roomfordebate/2016/01/20/should-
college-be-free/the-problem-is-that-free-college-isnt-free
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fbclid=IwAR0BdLfTzLhhf7PDSHFL95t-
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Case Analysis: The Current State and Issues Regarding The Free Tuition Law

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POLYTECHNIC UNIVERSITY OF THE PHILIPPINES

CASE ANALYSIS: THE PHILSCA AND ISSUES REGARDING

As a requirement in the subject

Background of the Study

Philippine State College of Aeronautics is one of the most prestigious yet

Statement of the Problem

Significance of the Study

Teachers/office heads/administrators: Results may help them to become fully aware of

Scope and Delimitations of the Study

Foreign Literatures and Studies

Local Literatures and Studies

Methodology and Procedure

Research Method Used

Review on Related Literature and Studies (Foreign and Local)

Analysis and Interpretation of Data

Data Gathering Procedure

Construction and Validation of the Questionnaire

Administration of the Questionnaire

disqualified siya. Kahit saan naman yan eh.

Pag bago, dun muna sila sa, siyempre ang

Kasi nga mayroon tayong policy na universal

(So parang kasama din po ang grades sa

Tuition fees, miscellaneous, sagot naman

dapat tignan sa ganung perspective.

ng estudyante, so di namin matanggap lahat,

Table 2. Interview with the students of PhilSCA

may kaya naman sa buhay pero dito nag-

Directions: Answer the following question.

8. How Free Tuition Law affects the:

APPENDIX C SUMMARY OF ENROLLMENT

APPENDIX D CURRENT MISCELLANEOUS AND OTHER FEES

APPENDIX E TRANSCRIPT OF INTERVIEW

Interviewee: Ah ung Universal Access to ano...Oo. Medyo.

Interviewee: Kailangan niyo?

Interviewee: Meron meron. Bigyan namin kayo ng data.

Interviewee: Figure lang ha? Walang pangalan, walang ano, kasi...

Interviewee: 2016 hanggang ngayon? Tatlong taon?

Interviewee: So comparative data. Hmmm sige.

Interviewee: Hmm hmm.

Interviewer: Makikita naman po namin yan sa website niyo po?

Interviewee: Sa website? Oo. May website ba kami?

Interviewer: So bale pano po mapapanatili ng student ung free tuition niya?

Interviewee: Meron kaming internal policy na pagnakaapat ka na ng failure, automatic

Interviewee: Hmm-hmm. Ganon.Accumulated kumbaga.

Interviewer: May entrance exam po kayo?

Interviewer: So parang kasama din po ang grades sa entrance exam?

Interviewee: Hmm-hmm, kasama.

Interviewer: Ilan po ung passers?

Interviewer: Ganun din po samin.

Interviewer: May fee po ba un entrance exam?

Interviewer: [Pano naman po ung] process ng enrollment?

Interviewer: Parang PUP lang din, parang samin lang po.

Interviewer: Pero hindi po un covered ng free tuition?

Interviewee: Covered din.

Interviewer: Ngayon po covered na ung flying program?

Interviewer: So bale full po yon.

Interviewee: Binabayaran un, kasama sa free tuition.

Interviewer: So sobrang taas na po ng standard ng mga kumukuha po ng ano...

Interviewee: Kung magkano ung bayad?

Interviewer: Sige po sir. Ano po ung other fees bukod po sa tuition?

Interviewer: Ung allocated budget, binibigay naman po ng government?

Interviewer: Enough naman po?

Interviewer: Meron po ba kayo ritong career guidance program?

Interviewer: So kanila na lang po siguro namin matatanong ung strategies?

Interviewer: Benefits ng free tuition sa lahat po?

Interviewer: Parang investment na lang po siya ng bansa?