Proposal on the Institutional Policy on Dysmenorrhea-related Absences
(BOR Resolution No. 149, Series of 2025)

Proponent:

Sanny Jr. M. Dumpa
USSCF, Chairperson

I. Introduction

Menstrual health is a crucial yet often overlooked aspect of student well-being. For students diagnosed with dysmenorrhea, the repeated requirement of a medical certificate (medcert) for each episode can be burdensome, time-consuming, and unnecessary. This policy aims to ease that burden by allowing students with verified chronic dysmenorrhea to submit a one-time certification at the beginning of the term. By doing so, we acknowledge the recurring nature of their condition and prevent undue stress that could affect their academic performance.

This change is not about reducing accountability but rather about streamlining a process that can otherwise cause unnecessary delays and discomfort for students. It ensures that those genuinely suffering from dysmenorrhea receive the accommodation they need without having to go through the hassle of obtaining a medical certificate for a condition that is already medically documented.

II. Description of the Problem

Dysmenorrhea or menstrual pain is a widespread problem that affects more than 90% of the female VSU students who responded, with almost half feeling moderate to severe pain lasting for hours. Dysmenorrhea has a significant effect on students' ability to focus, engage in class activities, and in some instances, come to school at all. In spite of this, VSU mandates students to submit a medical certificate for the justification of absences due to dysmenorrhea.

The survey results indicate that this policy is problematic for several reasons:

1. Restricted Awareness of the Policy – Over two-thirds (68.2%) of the students who responded were unaware of the medical certificate requirement, indicating absence of proper communication and transparency of the policy.
   
   
2. Undue Burden to Students – Sitting for a medical certificate with every episode is time-consuming, costly, and work-consuming.
   
   
3. Strong Resistance to the Requirement – The majority (81.6%) of students who responded believe the medical certificate requirement is unnecessary since dysmenorrhea is a frequent and well-documented ailment that need not be demonstrated by medical methods.
   
   
4. Impact on Academic Achievement – Dysmenorrhea has a negative effect on students' concentration, cooperation during classes, and school attendance. The provision for a doctor's certificate as a prerequisite for validating excuses of absence may lead to undue hardship and punishment of a normal, recurrent condition.

Considering the opposition to the present policy and the very high support (89.7%) for dropping the medical certificate requirement, it is clear that the university has to reconsider its position. A more humane and inclusive method, like the adoption of this policy, would enable students to deal with their condition without the red tape.

This policy’s Survey elicited opinions of students from throughout Visayas State University to gauge the effect of dysmenorrhea on academic performance and student perceptions of the medical certificate for dysmenorrhea-related leaves.

Dysmenorrhea Prevalence: 91.2% of respondents experience dysmenorrhea, with 78.3% suffering from it every month.

Severity & Duration: Nearly 80% experience moderate to severe pain, and over 56% endure it for more than four hours. 

Academic Impact: 67.5% struggle to concentrate, while 23.6% are unable to attend class due to pain. 

Medical Certificate Awareness: 68.2% were unaware of the requirement for dysmenorrhea-related absences.

Opinion on the Medical Certificate Requirement: 81.6% believe it should be removed.

Support for the Policy: 89.7% support the removal of the medical certificate requirement.

Key Takeaways:

• Dysmenorrhea is a widespread issue affecting students' academic performance.

The medical certificate requirement for each episode is definitely burdensome.
 

III. Proposed Solutions

To address the unnecessary hassle brought to students with dysmenorrhea, this policy is adopted to excuse students from any academic requirements (including NSTP) during a single-day painful episode. This approach will ensure that students with severe dysmenorrhea no longer need to repeatedly acquire a medical certificate for each absence, thereby reducing stress, economic costs, and logistical problems. 

This policy presents a balanced measure by:

1. Promoting Medical Accountability – Students with chronic dysmenorrhea has one peak day of pain during their period. Therefore, they may be excused from any academic requirements for one day without the need for medical documentation. However, if a student wishes to be excused for more than one day, a medical certificate shall be required, as prolonged pain may indicate underlying conditions.
   
   
2. Avoiding Exploitation – Students can only be accommodated by this policy for a single day per month.
   
   
3. Creating an Inclusive Academic Environment – The university acknowledges menstrual health as a valid medical concern and provides necessary accommodations without unnecessary bureaucratic barriers.

By implementing this streamlined and accountable system, the university demonstrates a commitment to student well-being, gender inclusivity, and equitable academic support.

IV. Implementation Plan

Section 1. Policy Orientation for students during the Council Assembly

During the council student assembly, this policy shall be presented to the student body.

Section 2. Student Accountability and Integrity

A. If a student availing of this policy is found, with sufficient evidence (e.g. pictures, videos taken on the day of excuse), to be abusing the accommodation—such as engaging in leisure activities like partying or going out instead of resting—the privilege shall be revoked. In such cases, any granted considerations, including special quizzes, performance tasks, or excused absences, shall be rendered null and void.

B.If a student is found or reported, with sufficient evidence, to be misusing the accommodations under this policy—such as excusing themselves from academic requirements without experiencing the stated painful episodes, and instead using the period to study or avoid unpreparedness—such acts shall be deemed as academic dishonesty. The corresponding sanctions shall be equivalent to the existing penalties for academic dishonesty as prescribed by the institution.

Section 3. Compliance and Implementation

The faculty members shall not impose sanctions or demand additional evidence for absences due to the condition. The university administration shall make sure that this policy is effectively communicated and enforced according to its mission of student welfare and inclusiveness.

Section 4. Area of Effectivity 

This policy will be effective to the entire VSU system. Students who are accommodated shall be marked as “excused” from any academic requirements conducted on the same day and shall be granted special quizzes, performance tasks, or exams if, at any time, their schedules coincide with quizzes and any graded assessments.

V. Safety nets to avoid abuse:

• The students can only be accommodated once every month.
• The orientation will include tips from professionals on how to prevent and aid severe. pain.
• Any forms of abused may be reported with sufficient and justifiable evidences by:
  Faculties, staff, or fellow students to any concerned instructor.
• Prolonged absences or any absences for two days or more will require medical certificates for any prolonged and abnormal episode may be an indication of an underlying serious medical conditions

VI. Conclusion

This Policy is a positive move towards a more empathetic and supportive learning environment for chronically dysmenorrheal students. By providing one-day per month of excuse, the policy avoids unnecessary bureaucratic hurdles while maintaining medical accountability. The student consensus at the university level, as shown in survey results, favors the reform measures to mitigate stress, financial difficulties, and academic loss due to the current medical certificate policy. 

Implementing such a policy demonstrates the gravity with which the university takes the issue of safeguarding student welfare, being gender-sensitive, and providing equal opportunities in education. With the effective management of absences while infusing monitoring mechanisms into it, abuse could be prevented while incentivizing only those medical needs of deserving students. All along, this policy is visionary policy reform aimed at promoting health and scholarship and transforming Visayas State University into a model hub of student-centered policy transformation

VII. Appendices

This Policy is a major motivator driving a range of the United Nations Sustainable Development Goals (SDGs) through providing equality, good health, and inclusive education. Specifically, it aligns with:

1. SDG 3: Good Health and Well-being
   Ensures students with chronic menstrual pain are adequately assisted without any undue hindrances. Recognizes menstrual health as integral to overall health.

1. SDG 4: Quality Education
   Reduces educational interruptions due to dysmenorrhea by offering excused absences. Shields students from punishment for a normal condition of health, and therefore asserts equal opportunity to learn.

1. SDG 5: Gender Equality
   Identifies menstrual health as a gender concern and ensures an inclusive education environment. Eradicates inequalities in education based on gender by addressing health needs that fundamentally focus on women and people who menstruate.

1. SDG 10: Reduced Inequalities
   Supports nondiscriminatory policies that do not discriminate against students with chronic menstrual pain. Gives students, regardless of their medical conditions, equal access to education without bureaucratic hindrances.

By implementing this policy, Visayas State University reiterates its commitment to these global goals, fostering a more inclusive and caring learning environment.

Expansion of the Affirmative Admissions Policy for Children of Underprivileged Families,
Other Disadvantaged Sectors, Student-Athletes, and Artists
(BOR Resolution No. 144, s. 2025)

Rationale

Republic Act No. 10931 (Universal Access to Quality Tertiary Education Act of 2017) affirms the right of all Filipinos to quality education and calls for increased participation and equal opportunities across socioeconomic classes in higher education. Consistent with this mandate and with CHED’s prioritization of academically able students from poor and disadvantaged backgrounds, Visayas State University (VSU) seeks to broaden access while upholding academic standards.

VSU currently implements BOR Resolution No. 20, s. 2019 on affirmative admissions for applicants who are: 4Ps beneficiaries, Indigenous Peoples (IP), Persons with Disabilities (PWD), and those from far-flung barangays and areas with limited ICT access. To further strengthen equity and inclusion, this proposal expands coverage to additional Equity Target Groups (ETGs) and students with exceptional talents in sports and culture and arts listed below.

By expanding affirmative admissions, the Admissions Office aims to increase fair access for academically able students from disadvantaged groups while upholding program standards.

Coverage

This policy applies to first-year applicants to all undergraduate programs of VSU, subject to university and program-specific admission requirements

Equity Target Groups (ETGs)

A.

B. Existing ETGs under BOR Resolution No. 20, s. 2019
C. Proposed Additional ETGs (Expanded Coverage)

D. Proposed Admission Policy for Exceptional Talent Categories (Sports and Culture/Arts)

Note: Evidence listed is indicative; VSU Admissions may issue detailed guidelines on document formats and validation procedures.

Eligibility and Prioritization

1. Academic Minimums: Applicants must meet VSU’s general admission standards and program specific minimums (e.g., cut scores, prerequisites).
2. ETG/ Exceptional Talent Category Recognition: Applicants who submit verified documentation for at least one ETG or Exceptional Talent Category qualify for affirmative consideration.
3. Affirmative Admissions for 4Ps Dependents: Consistent with RA 11310 (4Ps Act) and the equity intent of RA 10931 and its IRR, the University reserves guaranteed admission slots for qualified dependents of 4Ps households, regardless of final admissions rating/cut score. Beneficiaries must still complete Senior High School, meet program-specific prerequisites, and submit documentary proof (e.g., DSWD/4Ps certification or household ID). To support readiness and success, the University, through the concerned academic unit(s), e.g., the Faculty of Education, shall implement extension/bridging programs (diagnostics, reviews, study-skills, mentoring) for DepEd learners in feeder schools.
4. Affirmative Admissions for Other ETGs: Per BOR Resolution No. 20, s. 2019, up to ten percent (10%) of first-year slots per degree program may be allocated to Children of Underprivileged Families and other disadvantaged sectors (e.g., PWDs, IPs), subject to a minimum final rating of forty percent (40%), complete documentation, and compliance with program requirements.
5. Non-Discrimination & Standards: These measures are remedial and inclusive; they do not lower academic standards nor authorize discriminatory practices. All beneficiaries must complete application requirements and program prerequisites, and will receive targeted academic support to promote persistence and graduation.
6. Multiple ETGs/ Exceptional Talent Category: Applicants who qualify under multiple social categories or exceptional talent categories may be considered under only one category for affirmative admission. All categories are treated equally; no point system or stacking applies.

Implementation Guidelines

• Verification: The Admissions Office will validate documents or conduct spot checks with issuing agencies. Misrepresentation is grounds for disqualification or revocation of Admission.
• Data Privacy: All personal data shall be processed in compliance with RA 10173 (Data Privacy Act) and VSU policies.
• Annual Review: Admissions Office, VPSAS, and concerned colleges will submit an annual equity report (applications, admissions, and retention) and recommend policy refinements for BOR action. 

Effectivity

This policy takes effect upon BOR-approval and applies to the VSUCAT 2026 admissions cycle and succeeding cycles, unless amended or repeated. 

Admission and Retention Policy for the Doctor of Veterinary Medicine Program
(BOR Resolution No. 117, s. 2024)

Introduction

In an outcomes-based education (OBE), the quality of graduates is often measured by their success in licensure examinations. Although the CVM-VSU has generally exceeded the national passing percentage in the Veterinary Licensure Exam (VLE), it recognizes the need for sustainable measures to further and continuously improve its performance. This proposal is an integral component of CVM-VSU’s comprehensive strategic plan to improve the performance of its graduates in the VLE (Appendix Table 1), which includes revising the DVM curriculum (Appendix Table 2), pre-board test13 taking tips session (Appendix Fig. 1) and conducting in-house review classes (Appendix Fig. 2), among others. Admission and retention criteria are key predictors of success in licensure examinations for many degree programs (Sawey-Ognayon & Afalla, 2022; Dagdag 2018; Declerq & Verboven, 2018). In a developing country providing free access to higher education like the Philippines (i.e., through Republic Act No. 10931), this proposal intends to foster a culture of accountability and, mitigate the observed complacency associated with free tuition and miscellaneous fees, at least among DVM students. Corollary to this, the proposal thus aligns with section 6 of RA 10931, which stipulates that students are ineligible for free tertiary education if they fail to complete their bachelor's degree or comparable undergraduate degree within a year  after the prescribed period.

This proposal establishes guidelines for decision-making primarily at VSU-CVM regarding admission and retention to improve the performance of Doctor of Veterinary  Medicine (DVM) graduates in the VLE. It has taken into account student feedback (Appendix Fig. 3), relevant VSU policies (i.e., Chapter 51 of the VSU code; PM-VPA-06),information obtained through CVM-VSU’s benchmarking activities 29 in reputable CVMs of other state universities (Appendix Figs. 4) or from their official website, and  evidence-based retention measures.

A key feature of this proposal relates to its implementation, primarily assigned to the CVM-VSU. This approach is proposed to enhance the policy’s effectiveness, particularly regarding the timeliness of interventions (see Table 2) aimed at increasing retention rates. Finally, this proposal incorporates CVM-VSU faculty (Appendix Fig. 3) and DVM student feedback (Appendix Fig. 4), relevant VSU policies (e.g., Chapter 51 of the VSU Code; PM-VPA-06), data from CVM-VSU’s benchmarking activities with reputable veterinary colleges at other state universities (Appendix Fig. 5), and evidence-based retention measures.

Rationale of the Admission Policy being Proposed

The admission policy being proposed is specifically tailored for various entrants into the DVM program, including first-time first-year students, shifters, degree holders, and transferees.

For first-time first-year students or those who after finishing senior high school move straight to the DVM program without enrollment in any college course, one criterion on top of VSU’s existing requirements is preference for graduates of the STEM strand. Veterinary medicine is fundamentally a biomedical field, and students with a background in biology courses are more likely to succeed not only in their first year but throughout the entire veterinary medicine undergraduate program (Muzyamba et al., 2012; Hudson et al., 2020).

Regarding shifters, this proposal aims to establish guidelines for students from other degree programs who fail to qualify for the DVM program based on the quota set by the CVM but are subsequently admitted into the program through the shifting process of the university. Setting guidelines for their admission is aimed to ensure that they are more likely to succeed.

For degree holder entrants with varying academic backgrounds, 56 establishing criteria for their admission will help ensure that they are adequately prepared for the program and are likely to succeed academically.

Finally, admission guidelines for transferees are crucial for the CVM-VSU, especially as their number has been increasing over the years. Benchmarking activities have revealed that the General Weighted Average (GWA) for retention in the DVM program at other universities is set at 2.50, based on a 50% passing rate. In contrast, CVM-VSU maintains a higher passing rate of 70%, which underscores the  need for more stringent admission policies to maintain academic standards. Without an admission policy for transferees, our college has become a fallback option for students dismissed from other institutions. These students, having completed their general education and many professional veterinary courses, typically pass the College Admission Test (CAT), which is the only requirement for their admission into VSU and the CVM. This situation could displace more qualified first-time first-year students due to the limited slots. Once admitted, their enrollment involves validation and accreditation of their completed professional DVM courses, which merely checks for compliance with the number of units, allowing them to start their DVM journey in the 3rd, 4th, or 5th year, depending on the year level completed in their previous school.

Without stringent admission policies, there is a risk of accepting students who were deemed unfit for the DVM program elsewhere, which could exacerbate the existing problem of scholastic delinquency and affect the performance of the University in the VLE.

Proposed Admission Policies

Table 1 presents the proposed admission guidelines for prospective students of the degree program, along with a comparison of the existing university guidelines and those of other universities.

Rationale for the Retention Policy being Proposed

The DVM program is a six-year degree program. It is considered as a high-intensity degree program and requires substantial time commitment. In addition, even with free tuition, the program still demands considerable financial investment from students. These aspects inherent to the program may contribute to the prevalent issue of scholastic delinquency among DVM students. Since AY 2011-2012 to AY 2018-2019, on-time graduation rate and completion rate, both indicators of scholastic delinquency are generally low (Table 2).

Several factors are believed to exacerbate the issue of scholastic delinquency.  Firstly, there is an apparent lack of awareness among students regarding the implications of scholastic delinquency for various stakeholders. The free tuition and miscellaneous fees law has led to an observed laxity or lack of accountability among DVM students at least, concerning their academic responsibilities, 107 with some students expressing a willingness to retake courses as early as after failing the first long exam.

This could explain the low completion and on-time graduation rates and leads to increasing numbers of overstaying students. This, coupled with the increasing total number of students enrolling in the program is important if coupled with a high faculty turnover, resulting in heavier teaching loads which could affect the quality of education. Secondly, the apparent discontinuance of the implementation of the university's scholastic delinquency policies (Chapter 51 of the VSU code) allows students who fail up to 75% or even 100% of their subjects in the previous semester to continue their studies in the DVM curriculum. The current implementation responsibilities for these policies are also cumbersome and untimely, reducing their overall effectiveness.

Table 3 presents the proposed retention policies of the CVM-VSU, along with a comparison of the existing university guidelines and those of other universities. In this proposal, the criteria were tailored after VSU's existing policies (i.e., Chapter 51 of the VSU code), and the responsibility of implementation is primarily assigned to CVM faculty members, who serve as academic advisers and thus are more familiar with the student's scholastic performance particularly, their academic advisees.

Maximum Residency

The proposed retention policy includes a period of residency of up to eight (8) years, plus one (1) additional semester to fulfill all their academic requirements, including the completion of thesis. This extension depends upon the evaluation and subsequent recommendation by the student's academic adviser and thesis adviser, with final approval by the CVM Dean. For shifters, the time spent completing general education courses is included in the residency calculation. However, any period covered by an approved leave of absence (LOA) is excluded from this total.

Student Support

The policy guidelines being proposed provide for planned student support services specifically tailored to address DVM students’ needs to enhance student retention, on-time graduation rates, and VLE passing rates and the 148 faculty who serve as academic advisers of DVM students who (need training) in student advising and counseling given that their academic background does not typically include training in this matter (Table 4).

Proposed Effectivity: Upon approval of the VSU-BOR.

REFERENCES

Dagdag, J.D. 2018. Predictors of Performance in the Licensure Examination for Agriculturists: Bases for a Proposed Plan of Action Isabela State University-San Mariano Campus, Philippines. Asia Pacific Journal of Multidisciplinary Research Vol. 6 No.2, 113-120 May 2018 P-ISSN 2350-7756 E-ISSN 2350- 8442 www.apjmr.com

Declercq, K and Verboven, F. (2018). Enrollment and degree completion in higher education without admission standards, Economics of Education Review, Volume 66, 2018, Pages 223-244, ISSN 0272-7757. https://doi.org/10.1016/j.econedurev.2018.08.008.

Hudson, N.P.H., Rhind, S.M., Mellanby, R.J., Giannopoulos, G.M., Dalziel, L. & Shaw, D.J. . 2020. Success at Veterinary School: Evaluating the Influence of Intake Variables on Year-1 Examination Performance. Journal of Veterinary Medical Education Volume 47 Issue 2, April 2020, pp. 218-229 https://doi.org/10.3138/jvme.0418-042r

Muzyamba, M. C., Goode, N., Kilyon, M., & Brodbelt, D. (2012). Predictors of Success in a UK Veterinary Medical Undergraduate Course. Journal of Veterinary Medical Education, 39(4), 380– 388. DOI: 10.3138/jvme.1011.103r1

Sawey-Ognayon, G.B. and Afalla, B.T. (2022). Admission Criteria as Predictors of Licensure Performances among Graduates of a State University in the Philippine Cordillera Administrative Region. DOI: https://doi.org/10.36941/ajis-2022-0157