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Utilization of the Ched-Unifast’s Tertiary Education Subsidy by the Students of a State University, Philippines

Republic Act No. 10931 intends to provide all Filipinos with an equal opportunity to quality tertiary education as to ensure the optimized utilization of government resources in education. This study investigated how the state university students utilized the 28,000 grant, and how it directly helped their education. Data was collected during the second semester of  2018-2019. In sample size 336 students, 77% have a family income of 10,000 and below. The items purchased by students in decreasing order were: 21% cellphone, 20% laptop, 20% boarding house fee, 19% food/groceries, and 13% clothes/shoes. Only 16% of the respondents had bank accounts, 88% sent money to parents, while 10% did not inform parents. The students gave priority to products they found helpful to their studies but were not affordable without subsidy.  It is therefore concluded that the top five items are considered to be the basic needs of a student to tackle college degrees in Philippine state universities; subsidy was used according to purpose; requirements of TES subsidy were mostly met; TES has initially addressed an expanded and equal access to quality tertiary education; and one of the means on how the Philippine Education System upholds the Equality Education for All (SDG4).

Keywords: SDG4, Western Philippines University, student’s basic needs, CHED

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TRANSITIONAL EXPERIENCES OF TERTIARY EDUCATION SUBSIDY GRANTEES: A QUALITATIVE STUDY

This is a qualitative research describing the transitional experiences of Tertiary Education Subsidy grantees in Eastern Visayas. The participants were fifteen (15) purposively selected key informants from different SUCs in Region VIII. Using thematic analysis, the results revealed that prior to inclusion to the Tertiary Education Subsidy Grant the participants experience financial difficulties in sustaining their school and household needs; as a TES grantee, participants indicated a positive impact of the grant to their family and personal economic capacity; participants reported the problems they encountered such as delayed release of fund and difficulty in the enrolment of new cash card; the grantees claimed that they were thankful for the said grant and expressed their gratitude to the government. KEYWORDS: TES Grantees, transitional experiences, personality adjustments, subsidy

PERSONALITY ADJUSTMENTS AS FACTORS AFFECTING ACADEMIC PERFORMANCE OF TERTIARY EDUCATION SUBSIDY (TES) GRANTEES

This is a correlation research describing the personality adjustments and academic performance of Tertiary Education Subsidy grantees. A total of 265 randomly TES grantees were the respondents for the study. Data were gathered through adapted questionnaires using online platforms. The null hypothesis was tested using the Spearman’s Rank Correlation. The level of significance was set at .05 for rejecting or accepting the null hypothesis. Results of the study revealed the following: delaying gratification on food, physical pleasures, social interaction, money, and achievement were sometimes practiced by the grantees; giving importance to aspects of identity such as relational, social, and collective identities were frequently practiced while giving importance to personal identity was seen to be always practiced by the grantees; majority of the grantees exhibited satisfactory academic performance; the relationship between personality adjustments in terms of delayed gratification and academic performance was statistically not significant while identity orientation had significant relationship with the academic performance of the grantees. KEYWORDS: TES Grantees, personality adjustments, academic performance, subsidy

The Role of Higher Education Policies in Science Production (Case Study; Graduate Degrees in University)

The present study aimed to investigate the role of higher education policies in science production in postgraduate education. This study was considered causal research in terms of the method used. In the present study, the statistical population of this study includes graduate students of Arak University. Morgan's Table was used for sampling, and the convenience sampling method (also known as availability sampling) was used. The sample size was 323 people. According to the results, higher education policies can positively and significantly affect science production through structuring higher education, subsidy allocation to graduate education, investment in higher education, building culture for higher education, the applicability of higher education, innovation support).

Differential Education Subsidy Policy and Wage Inequality Between Skilled, Semi-skilled and Unskilled Labour: A General Equilibrium Approach

The article investigates the effects of secondary (including vocational) and higher-education subsidies on wage inequalities between skilled, semi-skilled and unskilled workers, and unemployment in a small open developing economy in terms of a two-sector Harris–Todaro dynamic general equilibrium framework. The results show that skilled–unskilled and skilled–semi-skilled wage inequalities depend on factor intensity conditions, while semi-skilled–unskilled wage inequality is determined by the level of skill formation in the economy. There is a trade-off between the wage inequalities of skilled–semi-skilled and semi-skilled–unskilled workers due to secondary education subsidy; the trade-off also exists with respect to higher-education subsidy if the manufacturing sector is more skilled labour intensive. However, if the manufacturing sector is capital intensive, higher-education subsidy is detrimental for both types of wage inequalities in the initial years of skill formation but might have favourable effects when the skill endowment is high. Both types of subsidies reduce unemployment in the initial periods, but higher-education subsidy accentuates it when skilled labour supply expands in the economy.

Do elite colleges matter? The impact on entrepreneurship decisions and career dynamics

Elite college attendance significantly impacts students' entrepreneurship decisions and career dynamics. We find that an elite college degree is positively correlated with entrepreneurship (i.e., owning an incorporated business) but not with other self‐employment forms. Our overlapping generations model captures self‐selection in education and career choices based on heterogeneous ability and family wealth endowments over the life cycle. Our estimates show that (1) entrepreneurs and other self‐employed individuals require different types of human capital, and (2) elite colleges generate considerably more human capital gain than ordinary colleges, particularly for entrepreneurs. Distinguishing between elite and ordinary colleges improves our prediction of entrepreneurship decisions. Providing subsidies for elite colleges is more efficient than subsidizing their ordinary counterparts to encourage entrepreneurship, enhance intergenerational mobility, and enhance welfare. In contrast, although start‐up subsidy increases entrepreneurship, it does not improve their performance, and it is inferior to education subsidy in generating efficiency, equality, and intergenerational mobility.

A Study on the Legislative Process of Revision of the LOCAL EDUCATION SUBSIDY ACT in 2000

The effect of tuition fee reduction and education subsidy on school enrollment: evidence from vietnam, higher education subsidy policy and r&d-based growth.

We examine how a subsidy policy for encouraging more individuals to pursue higher education affects economic growth in an overlapping generations model of R&D-based growth, including both product development and process innovation. We show that such a policy may have a negative effect on the long-run economic growth rate. When the market structure adjusts partially in the short run, the effect of an education subsidy on economic growth is ambiguous and depends on the values of the parameters. However, when the market structure adjusts fully in the long run, the education subsidy expands the number of firms but reduces economic growth. These unfavorable predictions of an education subsidy on economic growth are partly consistent with the empirical findings that mass higher education does not necessarily lead to higher economic growth.

Educational and nutritional consequences of education subsidy in rural China

Environmental policy and growth when environmental awareness is endogenous.

This paper examines the relationship between environmental policy and growth when green preferences are endogenously determined by education and pollution. We consider an environmental policy in which the government implements a tax on pollution and recycles the revenue to fund pollution abatement activities and/or an education subsidy (influencing green behaviors). When the sensitivity of agents' environmental preferences to pollution and human capital is high, the economy can converge to a balanced growth path equilibrium with damped oscillations. We show that this environmental policy can both remove the oscillations, associated with intergenerational inequalities, and enhance the long-term growth rate. However, this solution requires that the revenue from the tax rate must be allocated to education and direct environmental protection simultaneously. We demonstrate that this type of mixed-instrument environment policy is an effective way to address environmental and economic issues in both the short and the long run.

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Theoretical Frameworks on Tertiary Education Inequality in the SDG Era

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• Suehye Kim 8 &
• SuYeong Shin 9  

Part of the book series: Encyclopedia of the UN Sustainable Development Goals ((ENUNSDG))

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Cumulative disadvantage in education ; Educational differentiation ; Educational stratification

Educational inequality has been broadly defined as systematic discrepancies in access to educational resources based on one’s attributes and background. The point of discrepancy in access varies depending on how fairness and justice are defined. From a humanitarian perspective, access to every level of education should be provided for all. Since adopting the Education for All (EFA) in 2000, particularly, educational equity has been promoted for underserved groups. Indeed, the worldwide trend of educational expansion and diversification reshapes discourses on equity of education shifting focus from a quantitative variation to qualitative inequality. In spite of the increased overall access to education, inequality remains persistent due to qualitative differentiation in schooling, and expansion has come with differentiation in tertiary education. Educational differentiation...

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Kim, S., Shin, S. (2021). Theoretical Frameworks on Tertiary Education Inequality in the SDG Era. In: Leal Filho, W., Azul, A.M., Brandli, L., Lange Salvia, A., Özuyar, P.G., Wall, T. (eds) Reduced Inequalities. Encyclopedia of the UN Sustainable Development Goals. Springer, Cham. https://doi.org/10.1007/978-3-319-71060-0_21-1

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Tertiary Education Subsidy Program – A Primer for Students

What is UniFAST?

The Unified Student Financial Assistance System for Tertiary Education Act or UniFAST , also known as the Republic Act No. 10687 , was signed into law on October 15, 2015. It is an attached agency of the Commission on Higher Education that reconciles, improves, strengthens, expands, and puts under one body all government-funded modalities of student financial assistance programs (StuFAPs) for tertiary education and special purpose education assistance in both public and private institutions.

It harmonizes the state-run and administered system of higher education and technical-vocational scholarships, grants-in-aid, student loans, and other financial assistance programs.

What is the Tertiary Education Subsidy (TES)

The TES is a grant-in-aid program of the government that supports the cost of tertiary education of Filipino students who enroll in their first undergraduate-post-secondary program in state universities and colleges (SUCs), local universities and colleges (LUCs), private higher education institutions (HEIs) and technical-vocational institutions (TV’s).

It is one of the major components of RA 10931 or the Universal Access to Quality Tertiary Education Act signed by President Duterte on August 3, 2017, which also includes Free Higher Education, Free Technical-Vocational Education and Training (under TESDA), and the Student Loan Program for Tertiary Education.

What are the benefits of TES?

Coverage of the TES applies in the following order as set forth in Section 24 of the Implementing Rules and Regulations (IRR) of RA 10931.

Grantees enrolled in private HEls shall be entitled to a maximum benefit of P60,000 (TES 1 + TES 2) per academic year, while grantees enrolled in SUC or LUC shall receive P40,000 (TES 2).

Who can apply for the TES Program?

In order to be eligible for the TES benefits, a student:

• Must be a Filipino citizen:
• Must be enrolled in and qualified under the existing admission and retention requirements of SUCs, CHED-recognized LUCs, and private HEls that are in the UniFAST Registry:
• Must be enrolled in their first undergraduate post-secondary program.

TES Prioritization

• Continuing Expanded Students’ Grant-in-aid Program for Poverty Alleviation beneficiaries enrolled in SUCs;
• Continuing TES grantees;
• Students enrolled in private HEIs located in municipalities or cities with no SUC or CHED-recognized LUC, provided that the students are residing in the municipality or city where the private HEI is located. PNSL (Place with No SUC/LUC):
• Students who are part of households included in the Listahanan 2.0 or the most recent National Household Targeting System for Poverty Reduction of the Department of Social Welfare and Development (DSWD);
• Students who are not part of the Listahanan 2.0 but qualify when ranked according to estimated per capita household income, based on submitted documentation of proof of income to be determined by the UniFAST Board.

How to apply for the TES Program

What are the required documents?

• Certificate of Registration/Enrollment
• Assessment of Fees
• Additional Requirement for Persons with Disability: Persons with Disability ID
• Additional Requirement for PNSL Category: Certificate of Residency

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Alberto A Bernadas Author

I have a son on grade 12, how can i avail subsidy for his college?

Analyn Yap Author

I’m a single mother and dating ofw coming back home for good dahil not fit to work na ako dahil sa mata ko , I want my son to finish his studies,walang wala talga akong pera gusto ko mang magnegosyo la po akong ipon dahil apat anak ko isa nlang hindi nag asawa kasi gusto ko xang mktapos, I hope I can avail the TES for my son,thank you.

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Career Guide

Government PH

Helpful website for every filipino, tertiary education subsidy under r.a. 10931 to help students in private colleges and universities avail free education.

Commission on Higher Education 7

Deserving students who are enrolled in Philippine private Higher Education Institutions (HEIs) will also benefit under Republic Act 10931 or the “Universal Access to Quality Tertiary Education Act” through the Tertiary Education Subsidy (TES) Program.

TES is a program under the landmark legislation, was highlighted last April 18 during the Northern Mindanao / ARMM leg of the Nationwide Information Caravan on R.A. 10931 at the Limketkai Center in Cagayan de Oro City.

UniFAST Governing Board Member, Coordinating Council of Private Educational Associations of the Philippines (COCOPEA) President, and Pilgrim Christian College President Dr. Pio Baconga emphasized that the law is not just for students in State Universities and Colleges (SUCs) and Local Universities and Colleges (LUCs).

Read Also:  112 SUCs and 78 LUCs Covered by Free Tuition Law (RA 10931)

“Providing quality education is the duty of the government. The Implementing Rules and Regulations (of the law) recognizes the complimentary roles of public and private institutions. The TES is where the private institutions can come in,” Baconga said.

COCOPEA is composed of five private educational associations: Catholic Educational Association of the Philippines (CEAP), Association of Christian Schools, Colleges and Universities (ACSCU), Philippine Association of Colleges and Universities (PACU), Philippine Association of Private Schools, Colleges and Universities (PAPSCU), and Technical Vocational Schools Association of the Philippines (TEVSAPHIL).

UniFAST Secretariat Officer-in-Charge Executive Director Atty. Carmelita Yadao-Sison further discussed the TES program, which prioritizes support to students from the poorest of the poor households.

Read Also: How to apply for CHED Scholarship?

Priority of Tertiary Education Subsidy Program

“TES program will prioritize students who are existing beneficiaries of the CHED Expanded Student Grants-in-Aid Program for Poverty Alleviation (ESGP-PA), and students considered as poor based on the National Household Targeting System or Listahanan 2.0,” Yadao-Sison said.

The TES prioritization system shall not apply to Filipino students in cities and municipalities with no existing SUCs or CHED-recognized LUCs.

Categories of Tertiary Education Subsidy Program

TES, considered as grants-in-aid, will cover students in both private and publics HEIs and has three categories:

• TES 1 which covers tuition and other school fees in private schools
• TES 2 which covers living allowance and educational supplies and materials
• TES 3 which provides additional support for students with disabilities and / or those in courses required to undergo licensure exams

Based on UniFAST’s estimate, at least 1.2 million students are potential eligible TES beneficiaries just among 16-22 years old high school graduate students without tertiary degree belonging to Pantawid Pamilyang Pilipino Program (4Ps) households, this coming academic year.

Source: Official Press Release of CHED (sent to [email protected] )

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• Carmelita Yadao-Sison
• CHED scholarship
• Free Tuition
• Private Schools
• Scholarship

good morning. pwede po bang mag apply for the program mam/sir?

Hello po! When will I know the results and the list of grantees, ma’am/sir?

Goodmorning maam/sir…I lately knew the result and my name wasn’t there in the lists of grantees… I just wanna know how did they come up with a result.

Please call or go to the office directly. Kung saan kayo nagfile.

how can avail the TES I am a PWDs student at NORSU

Inquire at your Regional CHED Office.

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Transitional Experiences of Tertiary Education Subsidy Grantees: A Qualitative Study

2021, EPRA International Journal of Multidisciplinary Research (IJMR)

This is a qualitative research describing the transitional experiences of Tertiary Education Subsidy grantees in Eastern Visayas. The participants were fifteen (15) purposively selected key informants from different SUCs in Region VIII. Using thematic analysis, the results revealed that prior to inclusion to the Tertiary Education Subsidy Grant the participants experience financial difficulties in sustaining their school and household needs; as a TES grantee, participants indicated a positive impact of the grant to their family and personal economic capacity; participants reported the problems they encountered such as delayed release of fund and difficulty in the enrolment of new cash card; the grantees claimed that they were thankful for the said grant and expressed their gratitude to the government. KEYWORDS: TES Grantees, transitional experiences, personality adjustments, subsidy

Related Papers

Psychology and Education: A Multidisciplinary Journal

Psychology and Education , Cristalyn Capinig , Justin Joshua Godoy

In the past years, many students had problems with their finances, especially their expenses for education. Many of the students are affected by the crisis financially, emotionally, and by their wellbeing. That is why the government provides programs that will help the students with their problems with school expenses, and that is through the Tertiary Education Subsidy (TES) of the Commission on Higher Education (CHED). Further, the primary goal of this study is to explore the TES Grantees' lived experiences, challenges, and coping mechanisms. Furthermore, these are the study's findings: (1) The grantees find the TES very helpful regarding finances that will tackle their academic needs, such as tuition fees and school learning materials. (2) Many students value government assistance that motivates them to maintain their grades.

Psychology and Education , Angel Dela cruz , Jay Y. Nicor

This study examines the experiences of Tertiary Education Subsidy (TES) beneficiaries. The TES program aims to remove financial barriers to higher education. Through a case study research design and purposive sampling, data was collected from beneficiaries across different courses. The main objective was to identify challenges faced by beneficiaries, their coping strategies, and insights gained from their personal experiences. Findings revealed that although the TES program effectively addresses financial needs, beneficiaries encounter specific difficulties. Challenges include delayed fund disbursement and personal/family issues. Despite obstacles, beneficiaries demonstrated resilience and resourcefulness in overcoming challenges. They expressed gratitude for the opportunities provided through the TES program and hoped for its continuation to support others facing financial constraints. The TES program has played a vital role in enabling the academic aspirations of many students. Its continuation will offer opportunities for individuals to realize their potential. This study provides insights into TES beneficiaries' experiences, informing policymakers and educational institutions to improve program implementation and support.

Psychology and Education

This research explores the experiences of college students benefiting from the Pantawid Pamilyang Pilipino Program (4P's) and the Tertiary Education Subsidy (TES) in the Philippines, two government initiatives designed to support impoverished households and disadvantaged students. Through in-depth interviews, the study examines the beneficiaries' experiences, challenges, and coping and budgeting strategies. The research identifies four central themes: the importance of financial security, especially in covering tuition fees; the aspiration to excel in education, fostering optimism and practicality; a prevailing sense of pragmatic optimism in informed spending decisions; and the ability of beneficiaries to effectively prioritize expenditures. These findings have broader implications, potentially guiding policy improvements for the 4P's and TES programs to enhance their effectiveness. Additionally, they may motivate college students to persevere in their academic pursuits and inspire them to achieve their educational goals.

Liceo journal of higher education research

Benjamin Gonzales

Republic Act No. 10931 intends to provide all Filipinos with an equal opportunity to quality tertiary education as to ensure the optimized utilization of government resources in education. This study investigated how the state university students utilized the 28,000 grant, and how it directly helped their education. Data was collected during the second semester of 2018-2019. In sample size 336 students, 77% have a family income of 10,000 and below. The items purchased by students in decreasing order were: 21% cellphone, 20% laptop, 20% boarding house fee, 19% food/groceries, and 13% clothes/shoes. Only 16% of the respondents had bank accounts, 88% sent money to parents, while 10% did not inform parents. The students gave priority to products they found helpful to their studies but were not affordable without subsidy. It is therefore concluded that the top five items are considered to be the basic needs of a student to tackle college degrees in Philippine state universities; subsid...

Chintala Venkatramana

Open Journal of Social Sciences

WVSU Research Journal , Nove Jalandoni

This study looked into the self-esteem, self-regulation, educational aspirations and priority concerns of the 226 SGP-PA grantees at West Visayas State University. Results revealed that the respondents had low self-esteem; mostly average self-regulation except those from the provinces of Antique and Guimaras who had poor self-regulation. Generally, they had moderate educational aspirations but high for those with average family size. Their topmost priority concern was their studies and the least was specific social issues. As to their studies, their topmost concern was: understanding their lessons and the least was working with classmates on projects. As regards self-development, planning their lives was topmost while knowing and understanding themselves was the least. As to family relationships, the topmost concern was improving their relationship with their siblings and least was teaching their parents how to handle their children effectively. In the area of social relationships, the topmost was developing their skills for starting/ maintaining friendships and the least was getting rid of their fear of social situations. On specific social issues, their topmost concern was handling adjustments caused by financial crises, and the least was learning more about sexual abuse/harassment. Finally, significant differences existed only in the level of educational aspirations according to grantees' family size; none were observed in the level of self-esteem and self-regulation. As gleaned from these results, appropriate intervention program on self-development may be designed for the grantees of the program.

EPRA International Journal of Multidisciplinary Research (IJMR)

Helen Fuentes

This is a correlation research describing the personality adjustments and academic performance of Tertiary Education Subsidy grantees. A total of 265 randomly TES grantees were the respondents for the study. Data were gathered through adapted questionnaires using online platforms. The null hypothesis was tested using the Spearman’s Rank Correlation. The level of significance was set at .05 for rejecting or accepting the null hypothesis. Results of the study revealed the following: delaying gratification on food, physical pleasures, social interaction, money, and achievement were sometimes practiced by the grantees; giving importance to aspects of identity such as relational, social, and collective identities were frequently practiced while giving importance to personal identity was seen to be always practiced by the grantees; majority of the grantees exhibited satisfactory academic performance; the relationship between personality adjustments in terms of delayed gratification and ac...

Jyoti Achanta

South African Journal of Education

Paul A Hobden

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Scholarship Guide: UNIFAST Tertiary Education Subsidy (TES) 2022

WhatALife Contributor

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UNIFAST is opening another set of scholarship open for 2022, including TES or the Tertiary Education Subsidy (TES) program. Find out more about the TES below:

Table of contents

What is the tertiary education subsidy (tes), lucs lgu-run tvis, sucs, and tesda ttis:, private tvis and heis:, what are the qualifications, who can avail of tes, for new applicants, these are the following process:, what are the requirements, are there any additional benefits available to tes beneficiaries who are pwds, in a program requiring a professional license or certification, are there additional benefits for tes beneficiaries.

The Tertiary Education Subsidy (TES) is a program of RA 10931 (Universal Access to Quality Tertiary Education Act) signed and executed by former president Rodrigo Roa Duterte as one of his Priority Legislative Agenda on August 3, 2017. The program includes Free Higher Education, Free Tech-Voc Education and Training, and the Student Loan Program.

Benefits of the UNIFAST Tertiary Education Subsidy (TES)

A qualified grantee will receive the following:

• Up to Php 40,000 per academic year for education related expenses, including rental or purchase of computer, books and supplies, transportation, lodging and board expenses.

The following benefits are entitled to students enrolled in private HEIs and TVIs (Sections 23 and 24. IRR of RA 10931):

• Up to Php 20,000 per academic year for tuition and other school fees
• Up to Up to Php 40,000 per academic year for education related expenses, including rental or purchase of computer, books and supplies, transportation, lodging and board expenses.
• Filipino citizen
• Qualified for admission and retention requirements of your Higher Education Institutions (HEIs) and have yet to exceed their Maximum Residency Policy or Maximum Residency Rule (MRR)
• Have not been expelled from any HEIs
• Enrolled in any SUCs, CHED-recognized LUCs, and programs of private schools that are in the CHED Registry
• Qualified under any future policies that the UniFAST Board will implement

The following individuals are the TES’s prioritized beneficiaries:

• Current TES grantee and ESGPPA beneficiarry
• Students part of DSWD-National Household Targeting Office’s Listahan 2.0, ranked according to estimated per capita household income
• Students not part of Listahan 2.0 and ranked according to estimated per capital household based on proof of income documents required by the UniFAST Board

Such prioritization shall not apply to Filipino students in cities and municipalities with no existing SUC or LUC campus.

How to apply for TES?

• After you enroll, talk to the TES Focal Person of your school about the process of applying in the TES Portal.
• The TES Focal Person will submit the information of the TES applicants into the TES Portal.
• There will be a Nationwide Assessment (name-matching, verification, validation, ranking) by UniFAST using school data.
• The TES Portal of your HEI can view the resulting list of qualified grantees.
• The school will let you know if you have been included in the list of eligible grantees; you can then submit your Documentary Requirements.
• The school will submit your Certified Documentary Requirements to the CHED Regional Offices for verification and validation.
• After verification, the UniFAST Board will approve the Masterlist of qualified grantees, which will be given to the schools.
• The school will receive the funds to distribute grants to the TES beneficiaries.

The following are the documentary requirement for the old and new grantees that qualify for the nationwide TES assessment:

• Certification of Registration or Enrollment
• Assessment of Fees
• Certificate of Residency (if applicable)
• Photocopy of PWD ID (if applicable)

Yes. Additional funding of up to Php 30,000 will be provided to PWD students to help with expenses such as special services, personal assistance, transportation, equipment, and legitimately incurred supplies. (RA 10931, Section 23-d IRR)

Yes. Students enrolled in programs requiring a professional license or certification will be given up to Php 10,000, the one-time cost of receiving the first professional credentials or qualifications, including notarial fees, review classes fees, insurance premium fees and documentation fees. (Section 23-e IRR of RA 10931)

ADDITIONAL INFORMATION

Courses/program available for tes grantees:.

For Higher Education:

• Undergraduate course/program in any Board-approved SUC campus;
• Undergraduate courses with Certificates of Program Compliance (COPCs) in CHED-recognized LUCs; and
• Undergraduate courses with Government Recognition in private institutions listed in the UniFAST Registry of Quality-Assured Institutions and Programs

Beneficiaries will provide the grant amount while enrolled in higher education programs for the whole academic year, subject to yearly renewal depending on their ongoing educational progress.

• TVET program with Certificate of Program Registration (CoPR) and officially listed in the TESDA Compendium of Registered Programs in any public or private technical-vocational institution (TVI)

Beneficiaries enrolled in TVET programs will enjoy a full-year grant amount or the amount equivalent to the recommended program completion period, whichever is shorter. (Section 24-c of RA 10931)

Who are not eligible for TES benefits (Section 28. IRR of RA 10931)?

• Students enrolled in programs and/or institutions not included in the Registry of CHED-recognized programs and institutions.
• Students who have exceeded their program’s Maximum Residency Rule (MRR) limit.
• Learners enrolled in TVET programs, not in the Registry of TESDA.
• Learners enrolled in TESDA-registered programs in any TVI who availed of government-funded StuFAPS other than Free TVET.

Good luck!  –WhatALife!

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Does a Smash Hit Like ‘Lion King’ Deserve a $3 Million Tax Break?

Broadway is still recovering from the pandemic. A state tax-credit program has helped, but watchdogs say it aids some shows that don’t need a boost.

By Jay Root and Michael Paulson

There is no greater success story on Broadway than “ The Lion King .” It is reliably among the top-grossing stage shows in New York, where it has brought in nearly $2 billion over its 26-year run; its global total is five times that amount.

The musical’s producer is the theatrical division of the Walt Disney Company, an entertainment industry behemoth that earned $89 billion in revenue during its last fiscal year.

And yet, the show was one of roughly four dozen productions that have received millions of dollars in assistance from New York State under a program designed to help a pandemic-hobbled theater industry in New York City.

Over the three years since the program was established, New York State has bestowed over $100 million on commercial Broadway productions.

“The Lion King,” along with other juggernauts like “Aladdin,” “The Book of Mormon” and “Wicked,” each got the maximum $3 million subsidy.

The program was initiated by Gov. Andrew M. Cuomo at the height of the coronavirus pandemic, as theaters were nervously preparing to reopen after being shut for a year and a half. It was later tripled to $300 million by Gov. Kathy Hochul, who is now considering whether to seek an extension when it expires next year.

Some state lawmakers and fiscal watchdogs say the theater initiative, called the New York City Musical and Theatrical Production Tax Credit, lavishes taxpayer money upon shows that do not need it.

But the governor and Broadway leaders say the money provides an important boost to a major local industry and tourist draw that has yet to fully recover, with attendance about 17 percent below where it was before the pandemic.

“We are still in a crisis situation, and I’ll do whatever it takes,” Ms. Hochul said in a brief interview earlier this month. She said she viewed Broadway as important to the state’s economic well-being and a major driver of tourism, so any decision on the program would consider whether tourism has fully rebounded, whether Times Square feels safe and whether “everything’s back to normal.”

“This is not a permanent situation,” she said. “It is a temporary assistance to make sure that one of our most iconic industries never fails.”

New York, like other states, doles out billions of dollars in incentives, subsidies and tax breaks to stimulate business investment. Billions of tax dollars have been invested in green energy, real estate development and high-tech manufacturing projects, sometimes with dubious results . Last month, the state even approved a tax credit for news organizations .

The theater initiative is only available to commercial producers. The city’s struggling nonprofit theaters, which have been forced to lay off staff and cut back on programming, are not eligible because the subsidy is designed for taxpaying organizations; the rules also exclude ballet, opera and orchestra performances.

“It’s just the state giving private companies public money,” said State Senator Sean Ryan, a Buffalo Democrat. “You’re transferring that money to major companies like Disney.”

The money has gone to a wide array of productions. Some, like a revival of “The Music Man” starring Hugh Jackman and Sutton Foster, were significant hits even without state aid. Others, like the musical “KPOP,” were fast flops . There is a long lag between when a production seeks the state aid and when it is issued, so in several cases, the state has given money to shows that have already closed.

The money has not always served its purpose: “The Phantom of the Opera,” the longest-running show in Broadway history, got $3 million from the state despite having grossed $1.36 billion over 35 years on Broadway, and then closed anyway.

The theater industry says the program — which was recently expanded to include for-profit Off Broadway productions — has helped struggling shows turn a profit, and kept otherwise wobbly investors on board as a large number of new shows have opened at this risky moment.

“We bring 38 to 40 new companies to Broadway every year, and we have to capitalize each production,” said Jeff T. Daniel, who is the chief strategy officer at the Shubert Organization as well as the chair of the Broadway League’s government relations committee.

He noted that the program started as a “pandemic reopening incentive,” but argued that it remains necessary. “Without the tax credit there are years we could be 30 to 40 percent down in shows, because of the risk profiles of shows and the increasing difficulty of capitalizing them.”

The amount any show can receive is capped at $3 million. Twenty-two shows received the $3 million maximum; another 22 were given between $1 million and $2.8 million; two others have received more than $600,000 each. Although much of the first round of grants went to long-running successes, newer productions are now accessing the benefit.

“It’s an integral part of how we raise money and finance shows now,” said John Johnson, a producer working on “Stereophonic,” a leading contender for this year’s best play Tony Award, and “Lempicka,” which flamed out quickly and will close as a total loss. “It brings more jobs into the city, and gets people working and spending money in town.”

The aid has made a key difference for shows like the 2022 revival of August Wilson’s “The Piano Lesson,” which had broken even on its own, but became profitable thanks to the state. Alex Edelman’s comedy show, “Just For Us,” also became profitable because of state support; it was so well received that Edelman is being honored with a special Tony Award next month.

Most shows on Broadway have received or are seeking the grants, with one notable exception: “Hamilton.” Its producers decided not to apply.

Disney declined to comment on its participation in the program.

Government assistance to the performing arts has become important as many arts organizations have struggled in the postpandemic era.

A huge federal aid program, the $16 billion Shuttered Venue Operators Grant, was established during the pandemic and gave up to $10 million per organization to arts presenters and producers.

This spring, a group of Democratic lawmakers is proposing that Congress enact a program that would set aside $1 billion annually for nonprofit theaters in America — a sector that has been especially hard hit.

In New York, the film and television subsidies alone cost state taxpayers $700 million a year, fattening the coffers of corporate titans like Amazon, NBC Universal and CBS. One eye-popping example: NBC’s “Saturday Night Live,” shot in New York City since 1975, has received more than $158 million since 2013.

Detractors say the expansion of New York’s theater program illustrates two central problems with public support for private enterprise: temporary tax breaks often become permanent, and they are used to incentivize economic activity that would happen anyway.

“The shows are not going to go anywhere,” said Liz Marcello, policy fellow at the watchdog group Reinvent Albany. “The theaters are physically on Broadway. It’s totally ludicrous.”

An independent analysis of the state’s vast pool of tax incentives and subsidies, quietly published online earlier this year by the New York Department of Taxation and Finance, found that most of the incentives eat up far more public funds than they generate in tax revenue.

The theater program money is considered a tax credit, but it is “fully refundable” and paid as a reimbursement for eligible expenses even if there is no tax liability, functioning “the same as a grant program,” according to the report.

“Due to how the program is structured, larger shows, which typically hire more employees, receive a higher share of the tax credit,” the consultants who wrote the report found. “One criticism of the program is that it does not take the need of the production into account.”

The analysis found that the state receives just 11 cents back in direct tax revenue for every dollar spent, and 23 cents back when supply chain ripples trickle down through the economy.

Still, it calls the subsidies “reasonable” because they generate economic activity, noting that “the value of Broadway as an iconic institution cannot be dismissed.” The analysis cites “the tourism impact of Broadway, where nearly half of ticket sales are to those outside of NYC and its suburbs.”

State Senator Brad Hoylman-Sigal, a Manhattan Democrat who wrote the first bill creating the theater tax credit program, agreed with the justification: “You can’t view the importance of Broadway solely through the lens of actuarial study. Broadway is the heartbeat of arts and culture in New York City and state, and the multiplier effect for countless other creative jobs is probably incalculable.”

The most profitable Broadway shows are supposed to reimburse the state for as much as half the tax credit’s value when their net profits exceed a certain threshold, with the money going to the New York State Council on the Arts. But not a single show has triggered the provision, according to Empire State Development, the agency that administers the program.

The program demands that shows that receive money invest in training a diverse work force, and that they make free or low-cost tickets available. Recipients have sold $20 and $40 tickets to 135,000 low-income New Yorkers so far through Passport, a program set up by the nonprofit Theater Development Fund.

Michael Naumann, the nonprofit’s managing director, said the state’s program has made theater more accessible. “If we can bring people to these shows, it is doing what it was meant to do,” he said.

Mr. Daniel, of the Shubert Organization, said that Broadway deserved to have the state program extended. “We’ve proved that it works,” he said. “It’s a responsible credit, and we’d like to see it extended, to continue to recognize these crazily optimistic 38 to 40 companies that open on Broadway every year. It’s entrepreneurial and worth the credit.”

Jay Root is an investigative reporter based in Albany, N.Y., covering the people and events influencing — and influenced by — state and local government. More about Jay Root

Michael Paulson is the theater reporter for The Times. More about Michael Paulson

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