Hidden costs of ‘tuition-free’ education
Free college education may be a right, but staying in school remains a privilege out of reach for many Filipino students.
Four in 10 Filipino college students are walking away from their dreams. Classrooms meant to shape the future are slowly emptying, and despite the promise of free tuition, the road to a diploma remains perilous. In some regions, the numbers are even grimmer—an almost unfathomable 93.4 percent dropout rate in the Bangsamoro Autonomous Region in Muslim Mindanao (BARMM). While meant to be a lifeline, free education has instead become a broken promise.
The passage of the Universal Access to Quality Tertiary Education Act in 2017 was hailed as a victory, eliminating tuition and other school fees in state universities and colleges (SUCs). Yet years later, thousands still drop out. The question we must ask is: Why?
The answer is as complex as it is disheartening.
Access to education means more than just free tuition. There must be food on the table, a roof over one’s head, and the ability to afford books, transport fare, and daily sustenance. A scholarship may cover tuition and enrollment fees, but not the other costs brought about by poverty. Many students must work to support their family, sacrificing study time for survival. Others quit altogether, realizing that a diploma in the distant future is meaningless if there’s no food at home today.
The situation in the BARMM is particularly dire. Its 93.4 percent dropout rate is not just a statistic—it represents an entire generation slipping through the cracks. Years of conflict, economic instability, and underdevelopment have made education in the region a luxury, not a right. When survival is the priority, schooling becomes an afterthought.
But this crisis is not just about money. Many SUCs are crumbling because of poor facilities, overworked faculty, and the lack of student support systems. Mental health concerns are rising, yet counseling services remain scarce. Rigid academic structures also contribute to the problem. Many students struggle to balance work and studies, yet most universities’ inflexible curricula force them to take full course loads or risk delaying graduation. The government promised access to education, but access means nothing if students are left to struggle alone once they enter college.
Who should be held accountable? The Commission on Higher Education must do more than monitor dropout rates—it must act. The Department of Social Welfare and Development must expand aid programs to cover basic student needs. Local governments, especially in high-risk areas like BARMM, must provide additional assistance. Free education was a government promise, so it is the government’s responsibility to ensure it works.
Other countries have recognized that tuition-free education must come with additional support. In Germany, students in public universities receive a stipend to cover basic needs. In Finland, government financial aid and strong welfare programs ensure student retention. The Philippines, however, remains stuck in a flawed assumption—that making college “free” is enough to keep students in school. It is not.
If we are serious about fixing this crisis, Congress must revisit the free tuition law and expand it to include subsidies for transportation and basic sustenance for indigent students. Universities must improve retention programs, ensuring that students struggling with academics, mental health, or finances do not fall through the cracks. One approach could be a conditional stipend for low-income students tied to academic performance, or partnership with local businesses for part-time employment opportunities. For regions like BARMM, targeted government programs must go beyond education—they must address economic and social barriers preventing students from staying in school.
Most importantly, universities must rethink their academic structures. Not all students can afford to be full-time learners, but the current system does not consider the realities of working students. Schools must introduce more flexible curricula that allow reduced course loads, evening or weekend classes, and blended learning options. Education should adapt to students’ needs—not force them to choose between studying and surviving.
The numbers do not lie. If we let these students slip away, we are not just losing scholars—we are losing doctors, engineers, teachers, and future leaders. We are losing the very foundation of our nation’s progress.
How many more dreams must be abandoned before we realize that free tuition is not enough? If education is only a ticket to an unfinished journey, then we have failed an entire generation. The promise of education must not just be free—it must be possible.
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William L. Curading Jr., a teacher, has graduated from the Mariano Marcos State University with a degree in BSE-English. He is editor in chief of The CTE Bulletin.
