Operation of unified financial assistance system for tertiary education in selected private institutions in Santiago city, Isabela

Jayron Concepcion Bartolome

College of Arts and Sciences, Isabela State University, Echague, Isabela, Philippines.

Ma Rita Alindada Reario

Institute of Public Administration & Governance, College of Business, Accountancy and Public Administration, Isabela State University, Echague, Isabela, Philippines.

Jose P Gallena

Isabela State University, Echague, Isabela, Philippines.

DOI: https://doi.org/10.20448/ajssms.v10i4.5041

Keywords: Assessment, Implementation, Operation, Republic Act No. 10931, Student-grantees, Tertiary education subsidy.


This study examines the implementation of the tertiary education subsidy as mandated by Republic Act No. 10931. A descriptive-comparative research design was used for the investigation. It polled 347 student-grantees chosen purposefully from Northeastern College and the University of La Salette, Inc., sampled using the proportional stratification technique. The respondents believed that the Tertiary Education Subsidy (TES) should be implemented in order to encourage student perseverance, academic achievement, and administrative capacity. Regarding financial ability, the respondents overwhelmingly concurred that the subsidy reduced their financial stress while attending school, helped them pay their tuition on time, and helped them purchase supplies for their studies. The respondents also concurred that TES provided advantages such developing responsibility and money management skills, aiding in the understanding of the worth of money, and providing motivation to spend prudently. Regardless of their profiles, all of the respondents generally agreed on how well the Tertiary Education Subsidy (TES) had been implemented. When categorized according to their profiles, certain specific indications were found to be considerably different. Finally, the respondents felt that the late delivery of essential money and severe deadlines for the criteria were the most frequently encountered issues in the implementation of TES.


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