TWENTIETH CONGRESS OF THE​
) 
REPUBLIC OF THE PHILIPPINES​
) 
First Regular Session​
​
) 
HOUSE OF REPRESENTATIVES 
HOUSE BILL No. 2909 
INTRODUCED BY HON. RICARDO S. CRUZ, JR. 
EXPLANATORY NOTE 
We are all created in God’s image and nature; thus, it follows that our growth 
through education and lifelong learning is a fundamental right, not a mere 
privilege. This principle is enshrined in our Constitution, yet for many Filipinos, 
access to quality education remains elusive, often determined more by 
socio-economic status than by ability and determination. This bill seeks to 
dismantle these barriers by establishing an integrated, seamless, and 
comprehensive support system that ensures every Filipino, no matter their 
surname, birthplace, or economic standing, has the opportunity to complete 
their schooling. In Filipino, the determined will be able to confidently say, “This 
is our commitment to GOD, our Country, and our family: Makakapagtapos 
Ako.” 
Over the years, Congress has made progressive improvements in expanding 
access to education, from the constitutional mandate for free public basic 
education (Free High School) after the EDSA Revolution to the passage of 
Republic Act No. 10931 (Universal Access to Quality Tertiary Education Act), 
during the Duterte administration. While various private entities, government 
agencies, and GOCCs also offer valuable scholarships, these efforts often do 
not provide full scholarships, leaving gaps in the system that students can fall 
through, preventing them from completing their studies. This bill seeks to build 
upon these foundations by creating a holistic, funded framework modeled after 
proven best practices locally and worldwide.  
In the City of Taguig, for example, we have demonstrated that investing in 
every stage of a student’s journey, from providing free uniforms and school 
supplies in elementary to funding comprehensive tertiary scholarships, yields 
transformative results. We recognize that education is a vital key to social 
progress and human development, and this measure aims to realize this 
vision for the rest of the country. 
While tuition in basic education is free, the “hidden costs” of transportation 
expenses, the price of uniforms, school supplies, projects, and other fees 
create an insurmountable barrier for the poor. These seemingly small 
expenses accumulate to force students out of school. This bill directly 
addresses this problem by providing all students with free school supplies and 
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August 4, 2025
1:45 pm


uniforms, ensuring that our youngest learners can attend school every day 
without fail, and further reducing their families’ financial burden. 
For those who persevere and reach college, the challenges intensify. The 
Second Congressional Commission on Education (EDCOM II) reported a 
staggering 39% national dropout rate in tertiary education, particularly in 
regions such as the Bangsamoro Autonomous Region in Muslim Mindanao 
(BARMM), where only one in ten students graduate from college. Alongside 
this, there has been a significant reduction in the subsidy for tertiary education 
among the poorest, from 74.24% in 2018 to just 30.74% in 2022.1  This is a 
tragic waste of our nation’s human capital. This bill addresses this head-on by 
establishing a comprehensive and tiered tertiary scholarship program, 
modeled after Taguig’s successful framework. It provides significant financial 
aid for tuition, living expenses, and even licensure exam review fees, ensuring 
that a student’s journey does not end with a mere diploma but a professional 
license and a meaningful career. 
Furthermore, this bill is anchored on the Christian principle that every single 
life is valuable. An inclusive society leaves no one behind. While the journey 
through our educational system is already difficult for the average student, 
learners with disabilities (LWDs) and those from disadvantaged sectors face 
extraordinary hardships and systemic barriers that make educational 
completion an even greater challenge. For the school year 2023-2024, the 
Department of Education reported that there was a total enrollment of 324,968 
LWDs.2 This figure, along with countless students from Indigenous 
communities, solo-parent households, and other disadvantaged sectors, 
represents a significant pool of untapped potential. By providing them with 
targeted support and ensuring they have access to educational opportunities, 
we empower them to develop their unique talents and skills. This is not merely 
an act of charity, but a strategic investment in our human capital. Enabling all 
Filipinos, regardless of their circumstances, to become productive and 
self-reliant members of society ultimately lessens the long-term financial and 
social burden on the State, allowing them to contribute to nation-building and 
live lives of dignity and purpose. 
A truly holistic approach also recognizes that financial aid alone is insufficient 
if the learning environment is inadequate. Many of our State Universities and 
Colleges (SUCs) suffer from aging facilities, overcrowded classrooms, and a 
critical lack of affordable, safe student housing. This bill addresses this by 
allocating a substantial, long-term fund for infrastructure development in our 
SUCs, with a special focus on building student dormitories. This is vital for 
students from the provinces and remote areas, as it directly lowers their living 
costs and provides a secure environment conducive to their studies. By 
investing in the physical capacity of our public institutions, we complete the 
support system, ensuring our scholars have both the financial resources and 
the proper environment to succeed. 
2 https://edcom2.gov.ph/gatchalian-calls-out-deped-over-delays-in-inclusive-ed-implementation/ 
1 EDCOM II (2025, January). “Fixing the foundations” of PH education system critical to overcoming 
learning 
crisis 
– 
EDCOM 
Year 
Two 
Report. 
Retrieved 
from: 
https://edcom2.gov.ph/fixing-the-foundations-of-ph-education-system-critical-to-overcoming-learning-c
risis-edcom-year-two-report/
2 


Ultimately, this measure aims to bridge the gap in equal access to education 
by providing financial assistance to students, ensuring that economic barriers 
do not hinder their academic aspirations. Through this support, students will 
be empowered to pursue higher education, including graduate studies, without 
the burden of financial stress, allowing them to fully focus on their learning, 
growth, and future contributions to society. By investing in our people, we are 
honoring God through the development of their God-given talents, fostering an 
environment where our youth can flourish and contribute to building resilient 
and vibrant communities, and moving a step closer towards transforming the 
nation into one where every Filipino can achieve their full potential. 
 
In line with the policy adopted by its original proponent Senator Alan Peter 
“Compañero” S. Cayetano, this bill therefore serves as a counterpart 
measure. It is for the reason stated above that the passage of this measure is 
earnestly sought. 
 
 
 
 
RICARDO S. CRUZ, JR.            
3 
 


TWENTIETH CONGRESS OF THE​
) 
REPUBLIC OF THE PHILIPPINES​
) 
First Regular Session​
​
) 
HOUSE OF REPRESENTATIVES 
HOUSE BILL No. 2909 
INTRODUCED BY HON. RICARDO S. CRUZ, JR. 
AN ACT 
INSTITUTIONALIZING A COMPREHENSIVE PATH TO EDUCATIONAL 
COMPLETION THROUGH A HOLISTIC STUDENT SUPPORT PROGRAM, 
PROVIDING FUNDS THEREFOR, AND FOR OTHER PURPOSES 
Be it enacted by the Senate and House of Representatives of the Philippines 
in Congress assembled:  
SECTION 1. Short Title. – This Act shall be known as the 
“Makakapagtapos Ako Act of 2025”. 
SECTION 2. Statement of Policy. – The State recognizes the critical 
role of children in society. Thus, it shall promote and protect their physical, 
moral, spiritual, intellectual, and social well-being; inculcate patriotism and 
nationalism; and encourage children’s involvement in public and civil affairs. 
The State also recognizes that education is vital to growth and human 
development, and higher out-of-pocket expenditures reduce the likelihood of 
school attendance as families cannot afford additional expenses. Thus, there 
is a need to further reduce out-of-pocket educational expenses to enable 
families to send their children to school. 
It is also the policy of the State to ensure the harmonization of all 
government 
scholarship 
and 
financial 
assistance 
programs, thereby 
maximizing resource utilization and expanding their reach. This Act aims to 
institutionalize a comprehensive educational support system that distinguishes 
between and provides for both merit-based educational assistance and 
affirmative action educational assistance for marginalized sectors, thereby 
reducing out-of-pocket expenses and enabling more families to send their 
children to school and complete their education. This Act shall complement 
and supplement Republic Act No. 10931, otherwise known as the “Universal 
Access to Quality Tertiary Education Act,” by providing for student support 
beyond tuition and other school fees covered therein. 
SECTION 3. Definition of Terms. 
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(a)​“Makakapagtapos Ako” (Educational Completion) refers to 
one’s ability to complete the highest educational level that one 
aspires for.  
 
(b)​Full Scholarship refers to a grant of financial assistance that 
covers the total cost of tertiary education. For the purposes of this 
Act, this shall include, at a minimum: (1) full payment of tuition 
and all other school fees; (2) a monthly stipend for living 
expenses such as board and lodging; and (3) allowances for 
books, required educational supplies, and other related expenses 
necessary for the completion of the student’s degree program.  
 
(c)​Marginalized and Disadvantaged Sectors refer to groups of 
people who face barriers to full participation in society and access 
to opportunities, including but not limited to: 
 
(i)​
Learners with Disabilities (LWDs) as defined under 
Republic Act No. 11650, otherwise known as “Instituting a 
Policy of Inclusion and Services for Learners with 
Disabilities in Support of Inclusive Education Act”; 
 
(ii)​
Indigenous 
Cultural 
Communities/Indigenous 
Peoples 
(ICCs/IPs) as defined under Republic Act No. 8371, 
otherwise known as the Indigenous Peoples Rights Act of 
1997;  
 
(iii)​
Students from low-income households, as determined by 
the Department of Social Welfare and Development’s 
National 
Household 
Targeting 
System 
for 
Poverty 
Reduction 
(NHTS-PR) 
or 
equivalent 
LGU-based 
assessment; 
 
(iv)​
Students from Geographically Isolated and Disadvantaged 
Areas (GIDA);  
 
(v)​
Solo parents and their children as defined under Republic 
Act No. 11861, otherwise known as the Expanded Solo 
Parents Welfare Act; and 
 
(vi)​
Other sectors as may be defined by the implementing 
agency in consultation with relevant stakeholders. 
 
(d)​Resident refers to a student who maintains a residence in a 
given area or locality, whether on a permanent or temporary 
basis. For purposes of this Act, a student who maintains another 
residence in an area or locality for purposes of studying or 
otherwise 
undergoing 
an 
educational 
program 
shall 
be 
considered a resident of such area or locality, regardless of 
whether such student intends to leave upon the completion of his 
or her studies or educational program.  
 
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​
SECTION 4. Complete Support for Public Basic Education 
Students. – Every student enrolled in a public kindergarten, elementary, junior 
high, or senior high school, including learners under the Alternative Learning 
System (ALS), shall be entitled to the following support at the start of every 
school year to be provided by the Department of Education: 
 
(a)​Three (3) sets of regular school uniform, including socks and shoes; 
(b)​One (1) set of Physical Education uniform; 
(c)​A complete set of books, workbooks, and other instructional materials 
required for their grade level; 
(d)​One (1) School bag; and 
(e)​A comprehensive set of school supplies, including pencils, crayons, 
notebooks, paper, envelopes, folders, and the like. 
 
​
The DepEd, in consultation with relevant stakeholders, shall issue 
guidelines on the quality, standards, and procurement of these items. 
 
SECTION 5. Higher Education Transition Incentive. – A one-time 
grant of Fifteen Thousand Pesos (Php 15,000.00) shall be provided to every 
senior high school graduate who enrolls in a private Higher Educational 
Institution (HEI) or any TESDA-accredited technical-vocational institution, 
intended to help defray the initial costs of enrollment and other related 
expenses. The payment of this grant shall be facilitated through the local 
government unit (LGU) of the city or municipality where the student resides, 
subject to the necessary implementing rules and regulations. 
 
SECTION 6. Local Government Financial Assistance Program. – 
There shall be established in every city and municipality a Local Government 
Educational Assistance Program, which shall provide financial assistance to 
deserving students enrolled in undergraduate programs in public or private 
Higher Educational Institutions (HEIs) and recognized Local Universities and 
Colleges (LUCs), as well as technical-vocational education and training 
(TVET) programs in duly accredited technical-vocational institutions, and 
operate in complementarity with existing national government student financial 
assistance programs.  
 
To be eligible for any of the benefits under this section, a student must 
be: 
1)​ A Filipino citizen; 
2)​ A bona fide resident of the city or municipality where he or she is 
applying; 
3)​ Of good moral character; and 
4)​ Currently enrolled in an undergraduate program with a regular 
academic load, or a TVET program. 
 
SECTION 6-A. Merit-Based Scholarships. – As part of the Local 
Government Educational Assistance Program, the Local Government Unit 
(LGU) of each city or municipality shall establish a Merit-Based Scholarship 
Program to recognize and support academic excellence and the pursuit of 
specialized fields. The following categories shall be established: 
 
3 
 
 


(a) Academic Merit Scholarship. – A grant of up to Eighty Thousand 
Pesos (Php 80,000.00) per academic year for students enrolled in any public 
or private HEI, who demonstrate exceptional academic achievement as 
defined by the LGU in coordination with the CHED. This shall include, but not 
be limited to, students enrolled in institutions identified by CHED as Centers of 
Excellence or Development. 
 
(b) Science and Technology Scholarship. – A grant of up to Eighty 
Thousand Pesos (Php 80,000.00) per academic year for students pursuing 
priority courses in science, technology, engineering, and mathematics, with a 
special focus on emerging fields such as Artificial Intelligence (AI), Robotics, 
Data Science, and Biotechnology, as identified by the DOST or the local 
development plan of the LGU. 
 
(c) Sports and Arts Scholarship. – A grant of up to Seventy Thousand 
Pesos (Php 70,000.00) per academic year for students who have 
demonstrated outstanding talent and achievement in sports or the arts, as 
certified by a recognized national or local body. 
 
SECTION 6-B. Equal Opportunity Grants. – Each LGU shall 
implement an Equal Opportunity Grant Program that offers full scholarships to 
marginalized and disadvantaged sectors. The following categories of learners 
shall be prioritized: 
(a)​Students from Low-Income Households; 
(b)​Indigenous Peoples (IPs) and Students from Geographically 
Isolated and Disadvantaged Areas (GIDA); 
(c)​Learners with Disabilities (LWDs); 
(d)​Children of Solo Parents;  
(e)​Other Marginalized Sectors, as may be defined by the implementing 
agency in consultation with relevant stakeholders. 
 
Each LGU shall be entitled to prescribe additional eligibilities and/or 
documentary requirements: Provided, That those who are receiving 
scholarship grants from National Government Agencies are deemed ineligible 
to receive grants under this section. 
 
SECTION 7. Strengthened Implementation of the National Student 
Loan Program (NSLP). – To ensure the sustainability and success of the 
NSLP, established under Republic Act No. 10931, a direct lending and 
guaranteed collection scheme is hereby established through the Social 
Security System (SSS) and the Government Service Insurance System 
(GSIS), which shall serve as the primary implementing partners of the 
UniFAST Board for their respective members. 
(a) The UniFAST Board shall, pursuant to Republic Act No. 10687, 
remain the primary administrator and governing body of the NSLP, responsible 
for setting the general policies, qualifications, and loanable amounts. The SSS 
and GSIS shall serve as the implementing and collection agents of the 
UniFAST Board for their respective members and their qualified dependents. 
(b) The loanable funds for this modality shall be sourced exclusively 
from the NSLP fund as administered by the UniFAST Board. No funds from 
the SSS or GSIS investment reserves shall be used for the principal loan 
amount. The SSS and GSIS may, however, use their operational budget to 
4 
 
 


cover the administrative costs of implementing the program, subject to the 
rules of their respective charters. 
(c) An eligible student who is a member, or whose parent or legal 
guardian is a member, of the SSS or GSIS may apply for a loan under the 
NSLP through the respective institution. Upon processing and approval of the 
application in accordance with the criteria set by the UniFAST Board, the 
Board shall authorize the disbursement of the loan amount, which shall be 
released by the SSS or GSIS to the student-borrower and the educational 
institution. 
(d) The obligation to repay the loan shall arise upon the 
student-borrower’s entry into gainful employment. For purposes of this Act, 
gainful employment shall be deemed to have commenced upon the first 
remittance of a mandatory monthly contribution by an employer on behalf of 
the student-borrower to either the SSS or the GSIS. 
(e) Repayment of the loan shall be collected by the SSS or the GSIS, as 
the case may be, through an automatic salary deduction from the 
student-borrower’s mandatory monthly contributions. All collected loan 
payments shall be duly remitted to the central NSLP fund held by the National 
Treasury, in accordance with the rules to be jointly promulgated by the 
UniFAST Board, the SSS, and the GSIS. 
 
SECTION 8. Allotment for Government Scholars. – In all private 
HEIs, not less than ten percent (10%) of the total number of students enrolled 
in a particular academic year shall be reserved for students granted financial 
assistance by the national government, through a voucher system or 
otherwise, subject to the application and eligibility requirements set by private 
HEIs. 
 
SECTION 9. Financial Assistance to Licensure Examination Takers. 
– There shall be established in every city and municipality a Financial 
Assistance Program for Licensure Examination Takers, which shall provide a 
grant of up to Thirty Thousand Pesos (Php 30,000.00) for licensure 
examination takers. 
 
​
SECTION 10. Financial Assistance to Graduate Students. – There 
shall be established in every city and municipality a Financial Assistance 
Program for Graduate Students, which shall provide a scholarship grant of up 
to Thirty Thousand Pesos (Php 30,000.00) per semester, pursuing a master’s 
or a doctorate degree in academic fields aligned with national or local 
development priorities. In addition, said persons shall also be entitled to a 
one-time thesis/dissertation grant of up to Forty Thousand Pesos (Php 
40,000.00). 
 
SECTION 
11. 
Financial 
Assistance 
to 
Students 
of 
Technical-Vocational Courses. – There shall be established in every city and 
municipality 
a 
Financial 
Assistance 
Program 
to 
Students 
of 
Technical-Vocational Education and Training Courses, which shall provide a 
cash grant of up to Eighty Thousand Pesos (Php 80,000.00) per training 
course, depending on the duration of the said course. 
 
SECTION 12. Other Forms of Student Assistance. – The programs 
established herein shall not be considered exclusive. Nothing in this Act shall 
5 
 
 


be construed as to limit, preclude, or otherwise restrict the State, including its 
local government units, from establishing, expanding, or implementing other 
student financial assistance programs, grants, subsidies, or scholarships in 
furtherance of the constitutional mandate to promote access to quality 
education for all Filipinos. 
 
SECTION 13. Infrastructure Development. – There is hereby 
appropriated 
the 
amount 
of 
Twenty-Five 
Billion 
Pesos 
(Php 
25,000,000,000.00) annually for the next ten (10) years to be used exclusively 
for infrastructure development, facilities upgrading, and the construction of 
student dormitories in all State Universities and Colleges (SUCs). The CHED 
and the Department of Budget and Management (DBM) shall jointly 
promulgate the guidelines for the allocation and utilization of this fund. 
 
SECTION 14. Funding and Resource Mobilization. – The funding 
required for the financial assistance programs under this Act, including the full 
scholarship programs, shall be included in the annual appropriations of the 
DepED and CHED. The amounts necessary for the sustained implementation 
of LGU-led programs under this Act shall be charged against the Internal 
Revenue Allotment (IRA) shares of the cities and municipalities: Provided, that 
the national government shall establish a counterpart fund under the annual 
General Appropriations Act to augment the resources of lower-income 
municipalities and cities, ensuring they have the capacity to expand financial 
assistance to their constituents as envisioned by this Act. 
  
SECTION 15. Joint Congressional Oversight Committee. – There is 
hereby created a Joint Congressional Oversight Committee to oversee the 
implementation of this Act, composed of seven Members from the Senate and 
seven Members from the House of Representatives. The Members from the 
Senate shall be appointed by the Senate President, with at least two senators 
representing the minority. The Members from the House of Representatives 
shall be appointed by the Speaker, with at least two members representing the 
minority.  
 
SECTION 16. Separability Clause. – If any part or provision of this Act 
is declared invalid or unconstitutional, the other parts hereof not affected 
thereby shall remain valid.  
 
SECTION 17. Repealing Clause. – All laws, acts, presidential decrees, 
executive orders, administrative orders, rules, and regulations inconsistent 
with or contrary to the provisions of this Act are deemed amended, modified, 
or repealed accordingly.  
 
To ensure the efficient use of public funds and prevent program 
duplication, other nationally funded grant-in-aid programs with similar 
objectives are hereby harmonized and subsumed into the comprehensive 
framework of this Act. The UniFAST Board shall provide for the orderly 
transition of existing beneficiaries into the applicable programs herein. 
 
SECTION 18. Effectivity. – This Act shall take effect fifteen (15) days 
after its publication in the Official Gazette or in a newspaper of general 
circulation.  
6 
 
 


 
Approved, 
7