Advancing educational equity for disadvantaged Filipino students

In recent years, the discourse surrounding affirmative action in education has gained renewed attention, particularly in the context of higher education. Affirmative action, originating from the Civil Rights Movement in the 1960s, has been recognized as a powerful tool for broadening educational opportunities for historically marginalized groups.

In the Philippines, where educational inequities persist, affirmative action remains a critical strategy for promoting educational equity, particularly for disadvantaged Filipino students.

Affirmative action in higher education refers to the practice of considering certain student background characteristics, such as race, ethnicity, or socioeconomic status, as factors in admission decisions. This approach aims to mitigate the effects of historical and systemic barriers that have limited the participation of underrepresented groups in higher education.

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For example, affirmative action programs may introduce special recruitment policies to “overcome the effects of conditions which resulted in limiting participation by persons from a particular race, color, or national origin.” Such initiatives are designed to create a more inclusive educational environment that reflects the diversity of the broader society.

In the Philippine context, the need for affirmative action in higher education is underscored by persistent inequalities in access to quality education. The Commission on Higher Education (CHEd) has acknowledged that the admission policies of state universities and colleges (SUCs) have been skewed in favor of privileged students for quite some time. This disparity is reflected in the latest CHEd data, which reveals that at least three out of every 10 students leave school temporarily or permanently due to financial difficulties, family problems, relocation, medical or mental health concerns, and academic difficulties.

Moreover, the Second Congressional Commission on Education’s year two report highlighted critical challenges confronting Philippine education. In higher education, the national tertiary dropout rate has reached an alarming 39 percent. Compounding this concern, tertiary education subsidies for the poorest learners declined sharply from 74.24 percent in 2018 to only 30.74 percent in 2022.

These challenges disproportionately affect students from disadvantaged backgrounds, highlighting the urgent need for targeted interventions.

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The primary CHEd programs supporting underprivileged and marginalized students for the academic year 2026–2027 are the Expanding Access to Scholarships for Equity Groups program and the CHEd Merit Scholarship Program. CHEd aims to champion quality, equity, and inclusivity in higher education by providing financial assistance to disadvantaged students. These programs seek to enhance access to education for underprivileged students, thereby improving their quality of life. Further, CHEd recommended steps to SUCs on how to run their student admissions in a manner that guarantees greater access for students from underprivileged families.

Despite these efforts, the “income advantage” persists, even with the implementation of affirmative action policies and targeted recruitment by universities. Scholarships and financial aid provided by the government, while beneficial, have not fully addressed the issues of inequality in access to higher education.

Moving forward, policy directions must focus on strengthening affirmative action measures and ensuring their effective implementation. This includes refining admission policies to better accommodate disadvantaged students and expanding financial support mechanisms. By doing so, the Philippines can move closer to achieving true educational equity, ensuring that all students, regardless of their background, have the opportunity to succeed in higher education.

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Danilo V. Rogayan Jr., President, Ramon Magsaysay State University