Inclusive Education through Public Procurement Compliance: An Educational Intervention Model at Cagayan State University

Abstract

To ensure the acquisition of resources, facilities, equipment, and services that support inclusive, high-quality education in higher education institutions, effective public procurement is essential. There is little empirical data on procurement awareness and institutional compliance in higher education institutions in the Philippines, especially when it comes to the promotion of transparent governance and inclusive education, despite the passage of Republic Act No. 9184 and its 2016 Revised Implementing Rules and Regulations (IRR). To design an Educational Intervention Model, this study assessed the degree of awareness and compliance with Republic Act No. 9184 among procurement implementers and end users at Cagayan State University—Andrews Campus and Carig Campus.

The 415 respondents of the study were procurement implementers and end users of CSU Andrews and Carig, who were selected through stratified proportional random sampling. Moreover, the self-constructed survey questionnaire was created to ascertain the respondents’ profile, awareness, and compliance. The data gathered from the respondents were assessed using the following: 1. Descriptive statistics like frequency, percentage, and weighted mean, and 2. Independent-Samples t-test to identify the difference between procurement implementers and end users based on the significance level of 0.05. The overall mean of 4.11 for CSU Andrews Campus and 3.92 for CSU Carig is evidence that the respondents are very aware of the provisions of Republic Act No. 9184. In like manner, the overall mean ratings of 3.89 and 3.74 show that the University demonstrated compliance with the procurement law to great extent.

Comparative analysis showed a significant difference between procurement implementers and end users in Andrews Campus, whereas no significant difference was observed in Carig Campus. These results imply that procurement awareness and compliance are generally high; variations in procurement competencies among stakeholder groups deserve continuous professional development and institutional support.

Based on these findings, the study developed an Educational Intervention Model focused on competency assessment, capacity development, institutional support, compliance monitoring, and continuous improvement. The model is designed to enhance procurement competencies, institutional compliance with Republic Act No. 9184, and promote transparent and accountable governance of Cagayan State University. Although the study did not directly measure the outcomes of inclusive education, it demonstrates the effectiveness of procurement governance in supporting the acquisition of resources necessary in creating an environment for quality and inclusive education.