PUP actively addresses social and economic inequalities within the institution by ensuring fair access to opportunities, resources, and representation and institutionalizing non-discrimination in all university operations.
The distribution of first generation students among first years reveals important insights into student backgrounds. The findings reveal that 31.70% (3 out of 10) of first-year students at the PUP Sta. Mesa Campus are the first in their families to pursue higher education—while the remaining 68.30% come from families with prior college experience.
This highlights a substantial segment of the student population navigating their college journeys. Notably, the proportion of first-generation students varies significantly across colleges, with some academic units enrolling a higher share of such students than others, suggesting differing levels of access or appeal among first-generation learners. This detailed breakdown provides valuable information for targeted academic and social support initiatives to enhance access, retention, and success for first-generation students across various disciplines.
PUP demonstrates its commitment to diversity, equity, and inclusion through its support and integration of international students. Through its International Student Orientation Program, the University promotes cross-cultural understanding, equitable opportunities, and inclusive policies for international students, while also contributing to reducing disparities and building a more just and equitable global society.
This is a landmark event for the University as it is designed to facilitate the academic and cultural integration of new international students. The program featured essential orientation sessions, campus tours, and opportunities for meaningful engagement with faculty, staff, and peers, all aimed at easing the transition into university life and local culture. This initiative that aims to provide essential information, support, and guidance helps reinforce a campus culture that values cross-cultural understanding and ensures that international students are welcomed, supported, and empowered to succeed.
The data from the PUP Open University System (OUS) reveals a diverse population of first-year learners with disabilities enrolled across all undergraduate programs, illustrating that students with disabilities are not isolated to a few areas but are distributed system-wide. This findings also highlighted the urgent need for accessible digital content and assistive technologies, aligning with global best practices in distance education accessibility (Seale, 2014).
Visual disability is the most prevalent, particularly in Bachelor of Science in Business Administration Major in Human Resource Management (BSBA-HRM), Bachelor of Science in Entrepreneurship (BSENT), and Bachelor of Science in Tourism Management (BSTM), calling for accessible digital content and assistive technologies.
Psychosocial disabilities rank second and are widely distributed, especially in BSBA and Bachelor of Arts in Broadcasting (BABR), highlighting the critical need for integrated mental health and psychosocial service, reiterating the importance of integrating counseling services in higher education (Brown, 2020).
Physical disabilities also appear frequently—most notably in Bachelor of Science in Office Administration (BSOA) and BSBA-HRM—mobility-friendly policies and inclusive digital platforms, given that physical impairments often intersect with barriers in both online and physical learning environments (Moriña, 2017).
While communication, learning (e.g., ADHD), orthopedic, and chronic health-related disabilities are less common, their program-specific concentrations demand targeted accommodations such as captioning, sign language interpretations, alternative communication methods, flexible assessments, instructional accommodations, extended deadlines, and health-sensitive flexibility (World Health Organization, 2011; Heiman & Precel, 2003; PUP OUS Student Services Office, 2024). Even a single case of autism emphasizes the importance of neurodiversity awareness (Robertson, 2010).
Overall, the findings affirm that PUP OUS must adopt both universal design principles and individualized support strategies to ensure equitable access and success for all learners with disabilities.
The University demonstrates its commitment to inclusive employment through measurable representation of older persons and persons with disabilities across its workforce.
Among faculty, 10.71% are classified as older employees—comprising 9.29% of males and 12.69% of females—while administrative staff show a notable presence at 7.69% overall (6.70% male, 8.94% female). Regarding employees with disabilities, 2.23% of the faculty identify as persons with disabilities (1.86% male, 2.75% female), and 1.98% of administrative staff do so (2.05% male, 1.88% female).
These figures reflect PUP’s active efforts to foster a diverse and equitable workplace, aligning with broader goals of social inclusion and equal access to employment. While representation remains modest, the data provides a baseline for strengthening targeted recruitment, retention strategies, and support systems to further advance inclusive employment practices in line with national and international standards, while valuing diversity and promoting equal access to meaningful employment for all.
Executive Order No. 35, Series of 2023—PUP’s Equal Employment Opportunity Policy (EEOP)—institutionalizes a comprehensive framework to ensure non-discrimination and equitable access across human resource functions, including recruitment, selection and placement, learning and development, performance management, and rewards and recognition.
Anchored in national laws such as the Magna Carta for Persons with Disability (Republic Act No. 7277), the Magna Carta For Persons With Disability (Republic Act No. 10524), Women in Development and Nation Building Act (Republic Act No. 7192), and The Indigenous Peoples’ Rights Act of 1997 (Republic Act No. 8371), and institutional rules like the University Merit Selection Plan and the University Program on Award and Incentives for Service Excellence, the policy mandates that at least 1% of university positions be reserved for persons with disabilities (PW and ensures and inclusive environment for them. It prohibits discrimination based on age, sex, sexual orientation, gender identity, civil status, disability, religion, ethnicity, or political affiliation, and ensures accessibility through structural modifications, assistive communication, and appropriate handling of medical information.
The policy also promotes inclusive training, objective performance evaluations with necessary adjustments, and equitable recognition under the University’s PRAISE program, reinforcing PUP’s commitment to a diverse, inclusive, and merit-based workplace.
The PUP Student Handbook (2019 Revised Edition) under Title 2: Student Rights affirms that education is a fundamental right and emphasizes the university’s commitment to equity and non-discrimination.
Section 1.2 explicitly guarantees all students the right to admission and equal treatment, prohibiting denial of admission or expulsion based on physical ability, socio-economic status, political or religious beliefs, sexual orientation, or membership in student organizations. It further protects vulnerable groups—including pregnant students and certified reformed drug dependents—ensuring they are not deprived of educational opportunities or institutional privileges. Additionally, the provision prohibits discriminatory disciplinary actions or the withholding of services, scholarships, and other benefits on any of these grounds, reinforcing a campus environment grounded in fairness, inclusion, and respect for human dignity.
Executive Order No. 20, Series of 2023—also known as the PUP Diversity and Inclusion Policy—reflects the University’s institutional commitment to recognizing and affirming the full spectrum of gender identity and expression. Article 9 states, "The University is committed to creating an environment where the dignity and experiences of individuals with diverse sexual orientations and gender identities and expressions are respected and valued." This explicitly upholds the right of individuals to self-identify their gender, use their chosen pronouns, and freely express their identity through clothing, including through gender-neutral dress codes that move beyond traditional binary norms.
Anchored in national frameworks such as DepEd Order No. 32, s. 2017 (Gender-Responsive Basic Education Policy) and CHED Memorandum Order No. 01, s. 2015 (on Gender and Development in HEIs), the policy also extends its protections to include persons with disabilities (PWDs), senior citizens, and members of indigenous communities. Article 9 also affirms the respect and value to ability, age, or cultural background—are respected and valued. Furthermore, Section 8 includes the encouragement of applications, fair and honest selection process, provision of support services, and equal opportunities.
The Polytechnic University of the Philippines (PUP), through the Office of the Vice President for Student Affairs and Services and the Office of Scholarship and Financial Assistance, actively promotes equitable access to higher education by tracking applications and admissions of underrepresented groups—including ethnic minorities, low-income students, non-traditional learners, women, LGBT individuals, persons with disabilities, and newly settled refugee students—as part of its commitment to inclusivity and social equity.
This effort aligns with broader national initiatives such as the Unified Student Financial Assistance System for Tertiary Education (UniFAST) and its FT-VEST program, which provide financial support to ensure that no qualified student is denied education due to economic barriers. By systematically monitoring representation and offering targeted support services, PUP reinforces its role as the country’s first polytechnic university in advancing inclusive and accessible tertiary education.
Executive Order No. 07, Series of 2023—PUP’s Gender Policy—establishes a comprehensive framework for gender mainstreaming across all university functions to promote gender equality, non-discrimination, and inclusion in alignment with national and international mandates such as the Gender and Development (GAD) stipulation in the 1987 Philippine Constitution, Magna Carta of Women (Republic Act No. 9710), Convention on the Elimination of All Forms of Discrimination Against Women (CEDAW), Beijing Platform, Philippine Commission on Women (PCW) Memorandum Circulars, and CHED Memorandum Order No. 1, s. 2015.
The policy mandates gender-responsive approaches in curriculum development, research, and extension programs; requires equal access and representation of women in leadership and decision-making bodies; and the review and amendment or repeal of any existing University rules and regulations that are discriminatory on the basis of gender. It prohibits gender-based discrimination and harassment, ensures the use of gender-fair language, and guarantees access to gender-appropriate facilities in accordance with individuals’ gender identities. The policy also institutionalizes mechanisms such as the Gender and Development Focal Point System (GFPS), gender audits, sex-disaggregated data collection, and mandatory orientation on gender-based violence and sexual harassment.
Through these measures, PUP commits to fostering a safe, equitable, and empowering environment for all genders across its academic, administrative, and community engagement domains.
The Gender Equality, Diversity, and Social Inclusion Office (GEDSIO), conducted two key inclusivity mainstreaming activities in 2024 and 2025. On June 11, 2024, they held an online forum “Diversity & Inclusion in Philippine History,” highlighting the historical authenticity of social diversity in the Philippines, aligning with GADO’s advocacy and offering a historical lens to strengthen diversity and inclusion efforts, thereby supporting productive workplaces, successful educational institutions, and a strong scientific community.
Later, in observance of the 47th National Disability Rights Week, PUP’s hosted a “Disability Awareness and Sensitivity Orientation Webinar” on August 1, 2025, featuring resource speaker Ms. Anafe Maravilla. The event promoted inclusivity, understanding, and empowerment for persons with disabilities and was led by GEDSIO representatives Director Jerome Permejo, Diversity and Inclusion Programs, Projects and Advocacy Section (DIPASS) Chief Mieca Aguinaldo, and Gender-Equity Programs, Projects and Advocacy Section (GEPPAS) Chief Jose Clutario—all committed to advancing accessibility and equity.
The PUP Gender Equity, Diversity, and Social Inclusion Office (GEDSIO) participated in the 2nd Inter-Agency Council (IAC) Meeting on the Implementation of the Filipino Sign Language (FSL) Act, organized by the Commission on Human Rights (CHR) at its Central Office.
The meeting gathered representatives from National Government Agencies (NGA), State Universities and Colleges (SUC), and hospitals to exchange insights, share current practices, address challenges, and propose actions to further advance the implementation of the Filipino Sign Language (FSL Act_ — a crucial step toward ensuring inclusivity and accessibility for the Deaf community.
During the event, the PUP GEDSIO presented to the assembly the ongoing efforts to implement the FSL Act, highlighting its Deaf Awareness Orientation and FSL classes conducted in 2023 and February 2025.
The GEDSIO reaffirms its commitment to cultivating a more inclusive academic environment and pledged to continue promoting deaf awareness, accessibility, and the use of FSL within the University and beyond.
On December 11, 2023, the Center for Inclusivity and Diversity held a Deaf Awareness Seminar at Claro M. Recto Hall. This activity aimed at raising awareness about the Deaf community and to provide foundational training in Filipino Sign Language (FSL).
Building on this initiative, in February 11–12, 2025, the Center for Inclusivity and Diversity, now in collaboration with the De La Salle–College of Saint Benilde’s School of Deaf Education and Applied Studies (Benilde SDEAS), successfully conducted a two-day Deaf Awareness Orientation and FSL training at the Bulwagang Balagtas.
The event began with an orientation addressing common misconceptions about the deaf community, followed by interactive FSL instruction led by trainers Mr. Francis Ethelbert Pagaduan, Ms. Cecile Ruth Arreola, Ms. Mary Joy Almendarez, and Ms. Mara Ygar. Participants learned fundamental FSL skills—including basic FSL phrases, vocabularies, greetings, and salutations—through engaging activities and games that enhanced the learning experience.
The training concluded with widespread appreciation from participants for the opportunity to acquire new communication skills, and the Center expressed deep gratitude to both the attendees and Benilde SDEAS for their help in advancing deaf awareness and FSL accessibility within the University.
TAU benchmarks at PUP for inclusion and diversity best practices
On February 16, 2025, the PUP Gender Equity, Diversity, and Social Inclusion Office (GEDSIO) hosted a benchmarking visit from Tarlac Agricultural University (TAU) at the P&A Thornton AVR to showcase and learn the best practices in inclusion and diversity.
As part of TAU's vision of a robust student inclusion program, their university's Office of Student Services and Development visited PUP to share best practices in relation to inclusion and diversity in Sintang Paaralan. They were represented by Erika Prado, Chief of the Student Inclusion Unit, along with Venus Benitez and April De Leon, Chairpersons for Student Inclusion for Gender Minorities and for Persons with Disabilities (PWD) and Indigenous Peoples (IP), respectively, and Project Officer David Kalinowski, sought to strengthen its own student inclusion program by learning from PUP’s institutional approach. He also served as the TAU-OSSD team's point person with the PUP-GADO team.
During the visit, PUP-GADO highlighted its integration of Gender Equality, Diversity, and Social Inclusion (GEDSI) through events, collaborations, and policy development, notably presenting TAU with PUP’s first two university-wide policies it spearheaded: the PUP Gender Policy and the PUP Diversity and Inclusion Policy—solidifying its role as a model for inclusive higher education practices.
PUP maintains a strong institutional stance against sexual harassment, values and upholds the dignity of every individual and guarantees full respect for human rights of all members of the PUP community. Grounded in its commitment to uphold human dignity, the University works tirelessly to enable a safe, gender-fair, and healthy learning and working environment for all members of the university community.
Central to this effort is the University Legal Counsel Office (ULCO), the office responsible for handling all legal matters that arise from the activities of the PUP Colleges and Offices. ULCO's objective is to consistently provide excellent, timely, and effective legal services to the University.
Committed to achieving a gender-sensitive, responsible, and responsive PUP community, ULCO regularly participates in training on Civil Service Commission (CSC) sexual harassment rules and other related laws to ensure strict compliance with legal standards and safeguard the rights and welfare of the PUP community. The Office also regularly engages in gender and development (GAD) training and participates in seminars on anti-sexual harassment regulations to strengthen its capacity in handling cases and to promote individual and collective transformation towards gender equality.
Under ULCO, the University is currently revising the CODI Manual to further enhance its mechanisms for prevention, response, and accountability, reinforcing its strong stance against all forms of sexual harassment.
In support of these initiatives, PUP has carried out various activities in 2023 and 2024, including the “PUP Serbisyo Para kay Juana” free legal advice sessions, Refresher Course on Anti-Sexual Harassment for PUP Laboratory High School, Gender- Based Violence and Sexual Harassment Refresher Course for Deans, Chairperson, and College Administrative Staff, and Anti-Sexual Harassment Orientation for PUP Employees. Additionally, orientations on the Committee on Decorum and Investigation (CODI) Manual have been conducted to discuss the procedures for reporting and addressing complaints.
The Committee on Decorum and Investigation (CODI) Manual was approved by the Board of Regents during its 173rd meeting on June 25, 2021. This manual is a testament to the University's unwavering dedication to fostering a safe, healthy, and gender-equal environment for all members of the PUP community.
The manual is a codification of all existing laws and CSC rules on cases involving sexual harassment. It supplements the PUP Student Handbook for student disciplinary cases involving sexual harassment and provides the penalties depending on the acts committed by a student.
Disposition of Sexual Harassment Cases is one of the services of the University Legal Counsel Office (ULCO). This refers to the disposition of cases involving sexual harassment filed against employees, faculty members, and students. The investigation is handled by the CODI, chaired by the Chief Legal Counsel. The ULCO receives a copy of complaints and then transmits the same to CODI. After the case is submitted for resolution, CODI transmits the records of the case to the Legal Office for the writing of the Resolution.
From 2023 to 2024, ULCO facilitated the resolution of a total of 27 cases—14 in 2023 and 13 in 2024—demonstrating the University’s active enforcement of its anti-sexual harassment mechanisms through structured, transparent, and accountable processes.
At PUP, significant strides have been made in creating an inclusive and accessible campus environment . Infrastructure improvements, including the installation of wheelchair-accessible ramps to ensure seamless access to facilities and foster an environment where physical barriers are minimized and well-maintained elevators across multiple buildings. These efforts are to ensure that students, faculty, and staff with mobility challenges can navigate the campus independently and with ease.
These initiatives are reinforced through close collaboration between the Gender and Development Office (GADO) and the Physical Planning and Development Office (PPDO), which jointly integrate accessible and gender-sensitive design into all new constructions and renovations.
Their joint initiatives include planning inclusive restrooms, clear signage, and safe, user-centered layouts when planning new buildings or renovating existing ones. In addition, PPDO will spearhead the development of a comprehensive manual to institutionalize these standards in future projects, further solidifying their commitment to creating a space where all individuals can thrive.
Beyond physical accessibility, PUP actively promotes holistic well-being, particularly for senior citizens, through engaging activities like pickleball and zumba. Pickleball, a game that combines elements of tennis, badminton, and table tennis and lauded for its low-impact, social, and adaptable nature, has become a weekly highlight for older adults on campus, enhancing their physical health, mental wellness, and sense of community through friendly play and camaraderie.
PUP actively supports Persons with Disabilities (PWDs) and upholds inclusivity, accessibility, and equal opportunity through a comprehensive framework of policies, programs, and infrastructure designed to promote the rights and welfare of students with disability, implement progress that supports inclusive education, provide mental, emotional and physical support services for PWDs, and to ensure campus infrastructures and services are accessible to all.
Guided by objectives that prioritize the rights and welfare of PWDs, PUP implements inclusive university policies that enforce PWD lanes, guarantee equal access to academic and administrative processes, and align with national laws such as RA 7277 (Magna Carta for Disabled Persons).
The university offers holistic support services, including mental health interventions through the Office of Counseling and Psychological Services (OCPS)—providing confidential counseling, psychological assessments, and mental health awareness initiatives—as well as medical and psychiatric referral pathways via its Medical and Dental Clinics for students requiring specialized care.
Complementing these services, PUP has developed PWD-friendly facilities across campus, including ramps, handrails in strategic areas, elevators, PWD-accessible reclines, and Braille signage for the visually impaired students, ensuring that physical spaces are navigable and inclusive for all.
Through these coordinated efforts, PUP fosters an environment where students with disabilities can fully participate in both academic and non-academic life.
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