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Scholarship and Student Assistance Programs


Programs aim to address equity and access by providing direct financial   assistance to deserving TVET enrollees across all regions in the country.  The scholarship programs currently being implemented include the following:

2019 Omnibus Guidelines

Private Education Student Financial Assistance (PESFA)

This program was established through Section 8 of Republic Act No. 8545, otherwise known as the Expanded Government Assistance to Students and Teachers in Private Education (GASTPE) Act.  PESFA offers educational grants to qualified and deserving college freshmen both in degree and   non-degree courses.  The program seeks to:

  1. extend financial assistance to marginalized but deserving students in post-secondary non-degree courses;
  2. promote TVET;
  3. contribute to the development of a competent skilled workforce; and
  4. assist private institutions in their development efforts by assuring a steady supply of enrollees to their course offerings.

The PESFA directed the beneficiaries on the choices of careers to the critical skills requirements of in-demand jobs in the labor market. It also allows for equity  distribution of the opportunities made available through government subsidies.

Training for Work Scholarship (TWSP)

This program provides immediate interventions to meet the need for highly critical skills. The program has two-fold objectives:

  1. to purposively drive TVET provision to available jobs through incentives and appropriate training programs that are directly connected to existing jobs for immediate employment, both locally and overseas,
  2. to build and strengthen the capacity and capability of TVET institutions in expanding and improving the delivery of quality, efficient and relevant training programs that meet job requirements, including programs for higher levels of technology.

The program was launched in May 2006 with funding from the Office of the President and mainstreamed in the regular budget in 2008. This program is a response to the clamor of industry to address the critical skills shortages in priority sectors, particularly the Business Process Outsourcing, metals and engineering, construction and tourism, among others.

Implementing Guidelines for the 2017 (TWSP) Allocation for TESDA Technology Institutions (TTIs)

TWSP Physical and Financial Accomplishment Report

2018

2017

2016

2015

2014

2013

Special Training for Employment Program (STEP)

STEP is a community-based specialty training program that addresses the specific skills needs of the communities and promote employment, particularly through entrepreneurial, self-employment and service-oriented activities. Training programs offered are generally short-term or modules based on the Training Regulations promulgated by TESDA. Its objective is to provide skills and training opportunities for the beneficiaries in the barangays/ communities to make them employable and productive. 
 
Both public and private techvoc providers, but mostly local government training centers and TESDA Technology Institutions, deliver the training programs under STEP.
 
The beneficiaries of STEP receive the following assistance: free training and competency assessment, starter toolkits and training allowance of sixty pesos (Php 60.00) per day for the duration of the training.

The program was introduced only in 2014 in line with thrust of expanding the reach of TVET to the grassroots.

Downloadables

Acknowledgement Receipt annex A

MOA

STEP Physical and List of Toolkits

2018

2017

2016

2015

2014

 

Bottom-up Budgeting (BuB)

In pursuit of attaining the Philippine Development Plan’s goal of inclusive growth and poverty reduction, and promoting good governance at the local level, the Human Development and Poverty Reduction Cluster (HDPRC), through the Bottom-up Budgeting (BuB) Oversight Agencies, shall implement the Bottom-up Budgeting (BuB). This program seeks to increase citizen’s access to local service delivery through a demand-driven budget planning process and to strengthen government accountability in local public service provision.

The BuB oversight and participating agencies are tasked to ensure the implemetation of priority poverty reduction projects as identified at the city/municipal level through the BuB participatory planning and budgeting process.

It is an approach to the preparation of agency budget proposals, taking into consideration the development needs of cities/municipalities as identified in their respective local poverty action plans that shall be formulated with the strong participation of basic sector organizations and other civil society organizations.

  BuB Accomplishment Project Status, Physical and Financial Report

2016

2014-2015

Universal Access to Quality Tertiary Education Act (UAQTEA)

The program was established through Republic Act No. 10931 providing for free tuition and other school fees in State Universities and Colleges (SUCs), Local Universities and Colleges (LUCs) and state-run Technical Vocational Institutions (STVIs), establishing the Tertiary Education Subsidy and Student Loan Program (SLP), strengthening the Unified Student Financial Assistance System for Tertiary Education (UniFAST), and appropriating funds therefor. It is hereby declared that quality education is an inalienable right of all Filipinos and it is the policy of the State to protect and promote the rights of all students to quality education at all levels. The State recognizes the complementary roles of public and private higher education institutions and technical-vocational institutions in the educational system and the invaluable contribution that the private tertiary schools have made and will make to education.

The program aims to:

  1. Provide adequate funding and such other mechanisms to increase the participation rate among all socioeconomic classes in tertiary education;
  2. Provide all Filipinos with equal opportunity to quality tertiary education in both private and public education institutions;
  3. Give priority to learners who are technically-able and who come from poor families;
  4. Ensure the optimized utilization of government resources in education;
  5. Provide adequate guidance and incentives in supporting young Filipinos with their career choices towards the proper development and utilization of human resources; and
  6. Recognize the complementary roles of public and private TVIs in the tertiary education system.

Attachments