Malacañang Suspends Government Work on September 28, 2026 Starting at 1 P.M. for Kainang Pamilya Mahalaga Day

Malacañang has announced the suspension of work in government agencies, government-owned and controlled corporations (GOCCs), and state universities and colleges (SUCs) on Monday, September 28, 2026, starting at 1:00 p.m.

The shortened workday is being observed in connection with Kainang Pamilya Mahalaga Day, an annual family-centered observance held during National Family Week.

For government employees and their families, the announcement provides an opportunity to wrap up official duties earlier and spend meaningful time with loved ones, particularly through a shared family meal.

Government Work Suspended Starting at 1 P.M. on September 28

The announced arrangement covers government agencies, GOCCs, and state universities and colleges beginning 1:00 p.m. on Monday, September 28, 2026.

This means affected government offices are expected to end regular work at 1 p.m. on that date, subject to the provisions and exemptions contained in the official government issuance.

Employees who need government services are therefore encouraged to plan transactions accordingly and check with the concerned agency regarding its operating schedule, especially for services that may require in-person processing.

The September 28 date is significant because it falls on the fourth Monday of September, which is the date established for Kainang Pamilya Mahalaga Day under Presidential Proclamation No. 326, issued in 2012.

What Is Kainang Pamilya Mahalaga Day?

Kainang Pamilya Mahalaga Day is an annual observance that highlights the importance of families sharing meals together.

Presidential Proclamation No. 326 renamed the earlier “Salu-Salo ng Pamilya Mahalaga” observance and established Kainang Pamilya Mahalaga Day every fourth Monday of September, in conjunction with the annual celebration of Family Week.

The proclamation recognizes the common family meal as an important Filipino tradition. It also notes that eating together gives family members an opportunity to remain connected and allows parents to better understand the experiences and challenges faced by their children.

The observance is therefore about more than simply sitting down for dinner. It encourages families to make time for conversation, connection, gratitude, and togetherness.

Why September 28, 2026 Is Important

September 28, 2026, is the fourth Monday of September.

This makes it the scheduled date for Kainang Pamilya Mahalaga Day under Proclamation No. 326. The observance also takes place alongside National Family Week, which is held during the last week of September every year.

Family Week was established to focus attention on strengthening and promoting the unity, solidarity, and stability of the Filipino family as an important social institution.

The National Committee on the Filipino Family (NCFF) is tasked with leading the national observance of Kainang Pamilya Mahalaga Day, with government agencies and other organizations encouraged to support related activities.

What Government Employees Can Do During the Early Release

For government employees covered by the September 28 work suspension, the afternoon can provide a chance to reconnect with family members.

A family meal does not have to be expensive or elaborate. A simple lunch, merienda, or dinner at home can provide an opportunity for everyone to put aside work and school responsibilities for a while.

Families can use the occasion to talk about their day, share stories, listen to one another, or simply enjoy each other's company.

For families with children, the occasion can also become a chance to ask about school, friendships, interests, and challenges. For parents and older family members, even a short conversation can help maintain close family relationships.

Is September 28 a Regular Holiday?

The September 28 arrangement should not be confused with a regular national holiday.

Kainang Pamilya Mahalaga Day is an annual observance established by presidential proclamation, but the government may issue a separate memorandum circular or directive suspending or shortening government work in connection with the celebration.

In this case, the announced arrangement concerns the suspension of work beginning at 1:00 p.m. on September 28, 2026 for the covered government offices and institutions.

Employees and the public should still check the official issuance of their agency or institution for specific instructions, exemptions, and service arrangements.

Previous years demonstrate that the Palace has issued separate memorandum circulars for shortened government work in connection with Family Week and Kainang Pamilya Mahalaga Day. For example, in 2025, Memorandum Circular No. 96 suspended work in Executive Branch government offices beginning at 1 p.m., while agencies providing basic and health services, disaster response, and other vital services continued operating.

What About Essential Government Services?

Government work suspensions do not necessarily mean that every public service stops.

In previous Family Week work-suspension directives, exemptions were provided for agencies whose functions involve basic and health services, disaster and calamity preparedness or response, and other vital services.

For this reason, people who need urgent government assistance should not automatically assume that all public services will be unavailable on the afternoon of September 28.

It is best to contact the concerned office or check its official announcement before traveling to a government facility.

A Simple Reminder for Families

The message behind Kainang Pamilya Mahalaga Day is simple: make time for family.

Modern schedules can make it difficult for everyone in a household to be together at the same time. Work, school, commuting, household responsibilities, and digital devices can easily fill the day.

A shared meal creates a natural opportunity to pause.

Families can make September 28 meaningful by having a meal together, putting phones away for a while, talking about important matters, or simply enjoying a relaxed conversation.

Even families that cannot gather for a large meal can find their own way to observe the occasion.

What the September 28 Government Work Suspension Means

For the public, the key details to remember are straightforward:

Date: Monday, September 28, 2026

Time: Government work suspension starts at 1:00 p.m.

Covered: Government agencies, GOCCs, and state universities and colleges, subject to the official issuance and applicable exemptions.

Purpose: To give government employees an opportunity to participate in Kainang Pamilya Mahalaga Day and the observance of National Family Week.

Occasion: Kainang Pamilya Mahalaga Day, held every fourth Monday of September.

The annual observance is rooted in the idea that family relationships benefit from time spent together, including the simple Filipino tradition of sharing a meal.

Final Reminder

The September 28, 2026 early government work suspension gives families an opportunity to make time for one another during National Family Week.

While the afternoon may begin with the closing of government offices, the purpose of the observance extends beyond the workplace. It is a reminder that meaningful family moments can happen around an ordinary dining table, during a simple meal, or through a conversation that might otherwise be missed.

For those planning to transact with government offices on September 28, it is wise to complete important transactions earlier in the day or confirm the office's schedule in advance.

For families, however, the message is much simpler: when the workday ends early, make the extra time count.

September 28, 2026, is Kainang Pamilya Mahalaga Day — a day to pause, share a meal, reconnect, and remember the importance of family.

DepEd Clarifies Voluntary Nature of Pride Month Activities and Guidelines on Observance

The Department of Education (DepEd) has issued a clarification emphasizing that participation in activities related to the 2026 Pride Month Celebration is strictly voluntary for both learners and DepEd personnel.

The clarification, dated September 10, 2026, provides guidance to Regional Offices, Schools Division Offices, and public schools regarding the observance of Pride Month and the implementation of related activities. It references DepEd Memorandum (DM) No. 041, s. 2026, titled “2026 Pride Month Celebration in the Department of Education,” as well as Executive Order No. 51, s. 2023, concerning the government’s diversity and inclusion program.

The clarification is particularly relevant to schools, teachers, parents, guardians, and learners who may have questions about whether participation in Pride Month activities is required.

DepEd Says Pride Month Participation Is Voluntary

According to the clarification, DepEd offices across all governance levels were encouraged to organize meaningful and relevant activities for the 2026 Pride Month Celebration.

The official theme for the celebration is “DepEd’s Pride: Where Every Identity Belongs.”

However, DepEd emphasized that being encouraged to organize activities does not mean that learners or personnel are required to participate.

Participation in Pride Month activities is strictly voluntary. The clarification specifically states that there is no penalty for a learner who refuses to participate in Pride Month activities.

This means that schools may organize appropriate activities as part of the celebration, but participation by learners is not mandatory.

The Department explained that such activities are intended to provide avenues for self-expression for those who wish to participate while continuing to uphold its institutional commitment to inclusivity, respect, and non-discrimination.

Earlier 2026 DepEd issuances concerning Pride Month also promoted the theme and encouraged participation while emphasizing that activities should not interfere with instructional services.

What the September 10, 2026 Clarification Means for Learners

For learners, one of the most important points in the clarification is that participation in Pride Month activities is voluntary.

A learner who chooses not to participate should not be penalized simply because of that decision.

The clarification therefore provides an important distinction between the observance of Pride Month by DepEd offices and schools and the individual participation of learners in related activities.

Schools can continue to conduct appropriate activities, but learners should not be treated as though participation is a mandatory requirement.

This clarification may also help schools communicate more clearly with parents and guardians about the purpose and nature of activities associated with Pride Month.

Schools Must Protect Instructional Time

Another important guideline concerns the protection of instructional time.

DepEd reiterated that Pride Month activities and other related programs must remain consistent with existing policies concerning instructional time and learner welfare.

Activities should not disrupt the regular conduct of classes, the delivery of basic education services, or other educational priorities.

This is also consistent with the Department's implementation of the Three-Term School Calendar in Basic Education under DepEd Order No. 009, s. 2026. The policy is intended to help schools optimize instructional time and strategically implement school activities.

In practical terms, schools need to carefully schedule activities so that celebrations and awareness initiatives do not unnecessarily interfere with teaching and learning.

Parents and Guardians Remain Important Partners

The clarification also highlights the role of parents and guardians in the education and development of learners.

Schools and offices are encouraged to maintain open communication and meaningful engagement with stakeholders when planning programs and initiatives that may affect learners and their welfare.

This includes parental consultation and appropriate stakeholder engagement.

For schools, this means that communication with families remains an important part of planning learner-related activities. Parents and guardians can be informed about the nature, purpose, schedule, and participation arrangements of relevant programs.

Such communication can help schools address questions and ensure that activities are implemented in a manner appropriate to their learners and communities.

Schools Have Flexibility to Consider Their Local Context

DepEd also emphasized flexibility and context-sensitivity.

Schools and offices are allowed to design and implement activities that are age-appropriate, context-sensitive, and responsive to the specific needs and values of their learners and communities.

This recognizes that schools serve different communities and have different circumstances.

An activity appropriate for one school or group of learners may not necessarily be suitable in exactly the same form for another. School officials therefore need to consider factors such as learner age, developmental level, local context, school conditions, and existing policies when planning activities.

The focus is on ensuring that programs remain appropriate, respectful, and consistent with DepEd's educational mandate.

DepEd Continues to Emphasize Inclusion and Respect

Although participation in Pride Month activities is voluntary, DepEd continues to emphasize its broader commitment to providing a safe, nurturing, and learner-friendly environment.

The Department stated that members of the DepEd community should be treated with dignity and respect.

The clarification also reiterates the Department's continuing efforts to implement policies that promote inclusion, prevent discrimination, and support the holistic well-being of learners and employees.

The 2026 Pride Month celebration itself was framed by DepEd as part of its broader commitment to a gender-responsive, inclusive, and non-discriminatory institution. A number of DepEd field offices disseminated the June 2026 Pride Month memorandum and its theme, “DepEd’s Pride: Where Every Identity Belongs.”

Key Points for Teachers, School Heads, Parents, and Learners

The September 10 clarification can be summarized into several important points:

• Pride Month activities are voluntary.
• Learners are not required to participate in Pride Month activities.
• There is no penalty for a learner who refuses to participate in such activities.
• Schools must continue to protect instructional time and regular educational operations.
• Activities must consider learner welfare and existing DepEd policies.
• Schools are encouraged to engage parents, guardians, and other stakeholders.
• Activities should be age-appropriate and context-sensitive.
• Schools and offices have flexibility in designing activities based on their local circumstances.
• DepEd continues to promote an environment based on dignity, respect, inclusion, and non-discrimination.

Why This Clarification Matters

The clarification provides a clearer framework for schools implementing or responding to Pride Month activities.

For learners and families, the most significant point is the confirmation that participation is voluntary. For teachers and school heads, the guidance provides reminders about instructional time, learner welfare, stakeholder engagement, and the need to consider the specific context of each school.

The clarification also shows that schools can support an inclusive and respectful learning environment while ensuring that participation in specific Pride Month activities remains a matter of individual choice.

As DepEd continues to implement its policies on diversity and inclusion, schools are expected to balance these institutional commitments with their responsibility to protect instructional time, respect learners and families, and maintain appropriate educational operations.

Final Reminder

The September 10, 2026 clarification on the voluntary nature of Pride Month activities does not eliminate Pride Month observance within DepEd. Instead, it clarifies how related activities should be implemented.

Schools may continue to organize meaningful and relevant activities consistent with DepEd policies. However, participation by learners and personnel in these activities remains strictly voluntary.

At the same time, schools must ensure that activities do not disrupt classes or basic education services, engage parents and stakeholders appropriately, and remain sensitive to the age, needs, and circumstances of their learners.

For questions and further clarification, DepEd field offices may coordinate with the Gender and Development Focal Point System (GFPS) Secretariat and the Bureau of Human Resource and Organizational Development – Employee Welfare Division (BHROD-EWD) through the contact information provided in the memorandum.

As of September 17, 2026, DepEd field offices continue to disseminate the clarification through their respective issuances, confirming its ongoing circulation within the field.

This article is for information and guidance and summarizes the provisions of the DepEd clarification dated September 10, 2026. For official implementation, schools and DepEd personnel should refer to the actual memorandum and applicable DepEd policies.

DepEd Opens Nominations for 10 Exemplary Teachers in Indigenous Peoples Education for 2026

The Department of Education (DepEd) has called for the identification and nomination of exemplary teachers who have made significant contributions to the implementation of the Indigenous Peoples Education (IPEd) Program in public schools.

The initiative comes as School Year 2026–2027 marks the tenth year of school-level implementation of the IPEd Program. As part of the celebration of World Teachers’ Day and the culmination of National Teachers Month on October 5, 2026, DepEd plans to recognize 10 teachers who have demonstrated outstanding commitment to Indigenous Peoples Education.

The recognition is intended to highlight teachers who have helped make education more inclusive, culturally responsive, equitable, and meaningful for Indigenous Peoples learners.

DepEd Requests Regional Offices to Nominate Two Teachers

Under the September 10, 2026 issuance, DepEd Regional Offices are requested to initiate the identification process and nominate two teachers who meet the prescribed criteria.

The deadline for the nomination process is September 21, 2026.

DepEd said that further details and the official nomination forms will be provided through a subsequent issuance.

This means teachers and schools involved in IPEd implementation should closely coordinate with their respective Schools Division Offices and Regional Offices for additional instructions, documentary requirements, and submission procedures.

The recognition is particularly significant because it highlights the work of teachers who have supported IPEd not only through classroom instruction but also through the development of culturally relevant learning resources, collaboration with Indigenous communities, and participation in IPEd-related training and activities.

Who Can Be Nominated for the IPEd Teacher Recognition?

The criteria provide specific requirements that nominees must meet.

First, the nominee must be a permanent teacher who has been involved in the school-level implementation of the IPEd Program for at least eight years between SY 2017–2018 and SY 2026–2027.

The eight years do not necessarily have to be consecutive. The teacher may also have served in different schools implementing the IPEd Program.

This requirement recognizes teachers who have demonstrated sustained involvement in Indigenous Peoples Education throughout much of its first decade of school-level implementation.

Experience in Schools Facing Socio-Economic and Geographical Challenges

Another requirement is that the teacher must have been assigned to one or more IPEd-implementing schools located in communities facing socio-economic and geographical challenges for a total of at least four years.

The requirement emphasizes experience working in communities where delivering education may involve additional challenges related to location, accessibility, available resources, and community circumstances.

Teachers working in these settings often need to adapt their approaches to the specific realities of their learners and communities.

Nominees Must Not Have Received Previous Major Recognition

The criteria also state that the nominee must not have received any recognition or award related to IPEd, or any other award or recognition at the division, regional, national, or international level from any organization, including DepEd.

This requirement is intended to identify teachers whose long-term contributions may not have previously been recognized through formal awards.

It also makes the nomination an opportunity to bring attention to educators whose work has made a difference in IPEd implementation without having received major recognition.

Effective Delivery of Contextualized Learning Experiences

One of the important criteria is the teacher's demonstrated ability to deliver effective contextualized learning experiences.

Contextualization is especially important in Indigenous Peoples Education because learning experiences can be connected to the learners' community, culture, environment, traditions, knowledge systems, and lived experiences.

Instead of treating learners' cultural backgrounds as separate from education, contextualized teaching can help make lessons more relevant and meaningful.

For teachers implementing IPEd, this may involve adapting classroom activities, examples, teaching approaches, and learning materials to reflect the realities of the Indigenous community they serve.

Contribution to Contextualized Learning Resources

Nominees must also have been involved in the development of contextualized learning resources at the school and division levels.

This recognizes teachers who contribute beyond daily classroom instruction.

Developing learning resources that are appropriate to Indigenous learners can require collaboration, research, consultation, and careful consideration of community knowledge and cultural practices.

Teachers who have participated in creating, improving, or adapting these resources may demonstrate an important contribution to the continuing implementation of IPEd.

Participation as Resource Persons and Facilitators

Another criterion recognizes teachers who have served as resource persons and/or facilitators in IPEd workshops and training programs.

This experience may be at the school, division, regional, or national level.

Serving as a resource person or facilitator demonstrates participation in sharing knowledge and practices related to Indigenous Peoples Education with other educators and stakeholders.

It also helps strengthen the capacity of teachers and schools implementing IPEd.

Working With Indigenous Knowledge Holders and Community Culture Bearers

A particularly important part of the criteria involves collaboration with IP community culture bearers and/or Indigenous knowledge holders.

Nominees must have initiated activities involving these community members in support of IPEd.

The activities may include contextualizing lessons and learning resources, developing learning experiences based on Indigenous teaching and learning strategies, inviting community members to serve as resource persons or co-teachers, or helping plan IPEd activities and initiatives.

This criterion recognizes that Indigenous Peoples Education involves more than simply incorporating cultural references into classroom lessons.

Meaningful community participation can help ensure that Indigenous knowledge, practices, values, and perspectives are appropriately represented in the learning process.

Why the 2026 Recognition Matters

The 2026 recognition comes at an important point in the development of the IPEd Program.

With SY 2026–2027 marking the tenth year of school-level IPEd implementation, DepEd's recognition program provides an opportunity to highlight teachers who have contributed to this decade-long effort.

The initiative also emphasizes several qualities expected from teachers involved in IPEd: being inclusive, deeply respectful of cultures, advocates of equity in education, and innovative in promoting Indigenous Peoples Education.

For Indigenous learners and communities, culturally responsive education can play an important role in making schooling more relevant while recognizing the value of Indigenous knowledge and cultural identity.

Deadline for Regional Nominations: September 21, 2026

Regional Offices are requested to identify and nominate two qualified teachers by September 21, 2026.

Teachers and school personnel involved in IPEd implementation may therefore need to coordinate with their respective school heads, Schools Division Offices, and Regional Offices regarding the identification and nomination process.

DepEd also indicated that additional information and nomination forms will be released in a subsequent issuance.

Until those forms and further instructions are issued, concerned personnel should monitor official DepEd communications for updates on the documentary requirements and submission process.

Travel and Participation Expenses

According to the issuance, travel, board and lodging, and other incidental expenses related to participation in the activity will be charged against Central Office funds, subject to existing government accounting and auditing rules and regulations.

For inquiries or clarifications regarding the activity, DepEd identified Vel Christian Castillo, Technical Assistant, BLD-IPSEO, as the contact person.

Concerns may be sent through ipseo@deped.gov.ph or through the mobile and Viber number indicated in the issuance.

Final Reminder for IPEd Implementing Schools

The 2026 recognition provides an opportunity to acknowledge teachers who have spent years supporting Indigenous Peoples Education at the school and community levels.

For Regional Offices, the immediate task is to identify and nominate two teachers who satisfy all the stated criteria by September 21, 2026.

For teachers and schools, it is important to review the qualifications carefully and prepare supporting information that demonstrates the nominee's years of IPEd involvement, experience in challenging communities, contextualized teaching practices, learning-resource development, training participation, and collaboration with Indigenous community culture bearers and knowledge holders.

As the Department of Education marks a decade of school-level IPEd implementation, the recognition of exemplary teachers also highlights the important role educators play in building an education system that respects culture, supports equity, and responds to the unique learning contexts of Indigenous Peoples.

Important: The nomination forms and additional details are expected through a subsequent DepEd issuance. Teachers and schools should rely on official DepEd and Regional Office announcements for the final submission procedures and documentary requirements.

Source and Reference

Department of Education, Philippines — Nominations for the Recognition of Exemplary Teachers in Indigenous Peoples Education, dated September 10, 2026.

2026 PHSA Young Arts Scholars: Download Application Form, Requirements, and Scholarship Benefits

The Philippine High School for the Arts (PHSA) is now accepting applications for its 2026 Annual Nationwide Search for Young Arts Scholars (ANSYAS), giving talented Filipino Grade 6 pupils an opportunity to qualify for a full scholarship for School Year 2027–2028.

The announcement was issued by the Department of Education through DepEd Memorandum No. 054, s. 2026, dated September 15, 2026.

The nationwide search is intended for incoming Grade 7 students with outstanding ability in dance, music, creative writing, theater arts, or visual arts.

Download the PHSA Scholarship Application Form

Parents, teachers, and eligible Grade 6 pupils who are interested in applying can download and accomplish the PHSA Scholarship Application Form included with the 2026 ANSYAS announcement.

DOWNLOAD THE PHSA SCHOLARSHIP APPLICATION FORM

The application form is the document applicants need to accomplish as part of the scholarship application process. After completing the form and preparing the other required documents, applicants may submit their application to the ANSYAS Committee, Philippine High School for the Arts.

Applicants are encouraged to carefully read the form and provide complete and accurate information before submitting their application.

Important: The specific schedules for the regional testing and audition centers will be announced separately by PHSA.

What Is the 2026 PHSA Annual Nationwide Search for Young Arts Scholars?

The Annual Nationwide Search for Young Arts Scholars, commonly known as ANSYAS, is the annual screening conducted by the Philippine High School for the Arts to identify talented young Filipino artists who may become PHSA scholars.

The search focuses on incoming Grade 7 applicants. Candidates undergo an audition and examination process supervised by audition masters.

The process is designed to assess the applicant's artistic skills and talent as well as scholastic standing.

For School Year 2027–2028, PHSA is looking for talented young Filipinos who demonstrate outstanding ability in five major arts areas: dance, music, creative writing, theater arts, and visual arts.

Who Can Apply for the PHSA Scholarship?

According to DepEd Memorandum No. 054, s. 2026, an applicant must meet the following requirements:

• Be a Filipino citizen with no pending application for immigration to any foreign country;
• Have outstanding ability in dance, music, creative writing, theater arts, or visual arts;
• Be a Grade 6 pupil in SY 2026–2027 enrolled in a public or private school;
• Be proficient in oral and written English and Filipino;
• Be in good health; and
• Be willing to study in a boarding school.

Meeting the basic qualifications does not automatically guarantee admission. Applicants still need to undergo the required examination and audition process.

What Arts Fields Are Covered by ANSYAS?

The PHSA search welcomes applicants with exceptional potential in several forms of artistic expression.

Dance

Applicants with outstanding ability in folk dance or ballet may demonstrate their skills during the audition process.

Music

Young musicians may apply through instrumental or vocal music. This provides an opportunity for students to receive specialized training while completing their secondary education.

Creative Writing

Students with strong writing abilities may apply in creative writing, allowing them to develop their literary and storytelling skills.

Theater Arts

Applicants interested in acting and theatrical performance may pursue the theater arts category.

Visual Arts

Students with exceptional ability in drawing, painting, and other forms of visual expression may apply under visual arts.

What Does the PHSA Full Scholarship Include?

Successful applicants will receive a full scholarship with several educational and financial benefits.

The scholarship includes:

• Free tuition
• Board and lodging, except during weekends
• Monthly stipend
• Individualized classes with master teachers
• Opportunities to represent the Philippines in international competitions
• Opportunities to participate in arts festivals
• Opportunities for exchange programs

The scholarship is renewable every year, provided that the scholar meets the required academic and non-academic requirements under the K to 12 curriculum.

This makes the program an opportunity not only to study but also to receive specialized training from experienced arts educators and develop one's artistic abilities in a dedicated learning environment.

How to Apply for the 2026 PHSA Young Arts Scholars Search

Interested applicants should first download and accomplish the PHSA Scholarship Application Form.

After completing the form, applicants should prepare the other requirements specified by PHSA and submit the application to the ANSYAS Committee.

Applications may be submitted by mail or email to:

ANSYAS Committee
Philippine High School for the Arts
Mt. Makiling, Los Baños, Laguna

Email: phsa.ansyas@gmail.com

Applicants and parents should make sure that the information provided in the application form is complete and accurate.

Where Will the PHSA Testing and Auditions Be Held?

PHSA will announce the specific dates and schedules for its Regional Testing and Audition Centers serving Luzon, Visayas, and Mindanao.

The schedules will be announced through PHSA's official Facebook page and website.

As of September 16, 2026, the DepEd memorandum does not provide the specific dates for the regional testing and auditions. Applicants should therefore wait for the official announcement from PHSA before making arrangements based on an unofficial schedule.

What Happens After Applying?

Applicants will go through the examination and audition process.

The examination helps determine the applicant's scholastic standing, while the audition allows the PHSA to assess the student's artistic ability and potential.

Applicants should therefore prepare not only their documents but also for the academic and artistic portions of the screening.

The specific requirements and instructions for each arts field should be checked carefully in the official application materials and subsequent PHSA announcements.

PHSA Scholarship Application Form: Important Reminder

Parents and applicants should avoid relying solely on old application forms or schedules shared on social media.

The 2026 ANSYAS is for incoming Grade 7 students who will enroll for SY 2027–2028, so applicants should make sure they are using the application materials intended for the current search.

Before submitting the application, check that:

• The application form is completely accomplished;
• Required information is accurate;
• Supporting documents are prepared;
• The applicant meets the eligibility requirements;
• The application is submitted through the designated PHSA channel; and
• The latest PHSA announcements have been checked for testing and audition schedules.

Contact Information for 2026 ANSYAS

For questions regarding the application, scholarship, testing, or audition process, applicants may contact the Office of the ANSYAS Committee.

Philippine High School for the Arts
Mt. Makiling, Los Baños, Laguna

Email: phsa.ansyas@gmail.com
Mobile: 0917-866-3097

PHSA will also provide updates regarding the regional testing and audition centers through its official communication channels.

Final Reminder for Aspiring Young Artists

The 2026 Annual Nationwide Search for Young Arts Scholars is an opportunity for talented Filipino Grade 6 pupils to pursue specialized secondary education at the Philippine High School for the Arts.

Students with outstanding abilities in dance, music, creative writing, theater arts, or visual arts may apply for consideration for a full scholarship for SY 2027–2028.

If you or your child is interested in applying, start by getting the PHSA Scholarship Application Form, reviewing the eligibility requirements, preparing the necessary documents, and watching for the official announcement of the regional testing and audition schedules.

Download the application form, prepare early, and check the official PHSA announcements for the latest updates on the 2026 ANSYAS.

Latest status as of September 16, 2026: The 2026 ANSYAS has been announced through DepEd Memorandum No. 054, s. 2026. The application form is included with the memorandum, while the specific regional testing and audition schedules for Luzon, Visayas, and Mindanao are still to be announced by PHSA.

DepEd Expands Health Access in Schools Under Handog ng Pangulo, Targets 47,600 Beneficiaries

The Department of Education (DepEd) has expanded access to basic healthcare services in public schools through a nationwide health initiative carried out in partnership with the Philippine Health Insurance Corporation (PhilHealth) and other government agencies.

The initiative is part of the Handog ng Pangulo service caravan, which aims to bring essential government services closer to communities across the Philippines.

As part of the latest school-based health drive, 91 public schools in 85 cities and provinces served as community access points for healthcare services through the simultaneous implementation of the PhilHealth Yaman ng Kalusugan Program, or YAKAP.

The initiative is expected to reach approximately 47,600 beneficiaries, including teachers, students, parents and guardians, and non-teaching personnel.

91 Public Schools Serve as Health Access Points

The nationwide health activity was designed to make primary healthcare more accessible to members of the school community.

By bringing services directly to participating schools, teachers, students, parents, and school personnel can access selected government health services without necessarily having to travel to different government offices or healthcare facilities.

The estimated beneficiaries include:

• 22,000 teachers
• 18,700 students
• 6,000 parents and guardians
• 900 non-teaching personnel

For many families, bringing government services closer to schools can help reduce common barriers such as transportation costs, distance, and limited time.

The approach also demonstrates how schools can serve as strategic community access points when government agencies work together to deliver essential services.

What Is the PhilHealth YAKAP Program?

The PhilHealth Yaman ng Kalusugan Program (YAKAP) is a primary care initiative designed to encourage Filipinos to take a more proactive approach to their health.

Rather than focusing only on treatment after a person becomes seriously ill, primary care emphasizes prevention, early detection, health monitoring, consultation, and continuing care.

Under YAKAP, eligible PhilHealth members can access primary care services through accredited YAKAP Clinics, subject to program rules and healthcare provider assessment.

Depending on eligibility and medical needs, services may include primary care consultations, selected laboratory and diagnostic services, preventive healthcare, medicines, referrals, and other services covered by the program.

An important feature of YAKAP is the concept of continuing primary care. Members are encouraged to have an assigned primary care provider or clinic that can help monitor their health over time rather than relying only on one-time medical assistance.

Healthcare Services Brought Closer to Schools

The Handog ng Pangulo school-based activities brought several government services closer to members of the school community.

Among the services made available at participating sites were on-site PhilHealth registration, issuance of PhilHealth identification documents and Member Data Records, assistance with YAKAP clinic assignment, initial medical consultations, preventive health registration, and access to essential medicines through the GAMOT program.

These services are particularly important for people who may not regularly visit healthcare facilities.

Having registration and health-related assistance available in a familiar community location can also make it easier for individuals to learn about their available benefits and determine what healthcare services they may be eligible to receive.

GAMOT Program Provides Access to Essential Medicines

Access to medicine is another important component of the government's effort to strengthen primary healthcare.

Through the PhilHealth GAMOT program, qualified members can receive covered medicines through participating providers, subject to the applicable rules and medical assessment.

This is especially relevant for patients who require medicines as part of their ongoing primary healthcare.

The availability of medicines alongside consultation and preventive services supports a more complete approach to healthcare. Instead of separating consultation, health assessment, and access to medicine, these services can work together as part of a patient's primary care journey.

DepEd, PhilHealth, DOH and Other Agencies Work Together

The health initiative is not limited to DepEd and PhilHealth.

The Department of Health (DOH), Philippine Statistics Authority (PSA), and other participating government agencies also joined the Handog ng Pangulo activities.

In Kalinga, the activity was held at the Kalinga Sports Center, while participating public schools served as important locations for delivering services to members of the education community.

This multi-agency approach allows government institutions to coordinate their services and reach communities more efficiently.

Instead of requiring citizens to visit several offices separately, different government services can be made available in one coordinated community activity.

Why School Health Matters for Education

Health and education are closely connected.

A student's ability to learn can be affected by physical health, access to healthcare, nutrition, attendance, and overall well-being. When students are healthy, they are better positioned to attend school regularly, participate in classroom activities, and focus on their lessons.

The same principle applies to teachers and other school personnel.

Teachers who are able to take care of their health are better positioned to perform their responsibilities and support their students.

For this reason, school health initiatives are not simply healthcare programs. They can also contribute to creating a healthier and more productive learning environment.

The focus on preventive healthcare is particularly important because prevention and early detection may help identify health concerns before they become more serious.

Handog ng Pangulo Brings Government Services Closer to Communities

The school-based health drive is part of the broader Handog ng Pangulo effort to make essential government services more accessible to Filipinos.

The idea is straightforward: instead of communities always having to travel to government offices to find services, government agencies can bring selected services directly to communities.

For families, this can mean easier access to information, registration, healthcare consultations, and assistance with government programs.

For public schools, it also creates an opportunity to connect education communities with services that support the well-being of students, teachers, parents, and school personnel.

What Teachers, Students and Families Should Know

Members of the school community should understand that the services offered through school-based activities are connected to broader government healthcare programs.

Eligibility and available services may vary depending on the individual's PhilHealth membership status, medical needs, registration, and applicable program rules.

Those who want to use YAKAP services should check with PhilHealth or an accredited YAKAP Clinic for the latest requirements, available services, and empanelment procedures.

PhilHealth also maintains information on accredited healthcare facilities that can help members identify participating providers.

Because government healthcare programs can be updated over time, beneficiaries should always verify current requirements and coverage through official PhilHealth channels before relying on older information shared online.

A Healthier School Community Can Support Better Learning

The expansion of healthcare access in public schools represents an important step toward connecting education and community health services.

With approximately 47,600 targeted beneficiaries and 91 participating public schools across 85 cities and provinces, the Handog ng Pangulo school-based initiative aims to make essential healthcare services more accessible to teachers, students, parents, guardians, and non-teaching personnel.

The effort goes beyond providing one-time medical assistance.

By connecting people with primary care, preventive health services, registration assistance, and access to medicines, the initiative can help strengthen awareness of the importance of regular healthcare and early intervention.

A school is more than a place where students attend classes. It is also an important part of the community.

When students, teachers, families, and school personnel have better access to essential services, the entire school community can become healthier and more resilient.

As DepEd, PhilHealth, DOH, PSA, and other government agencies continue working together, initiatives such as Handog ng Pangulo show how bringing services closer to communities can help make government programs more accessible to the people they are designed to serve.

Teacher Hiring Will Continue in 2027 as P31.22 Billion Set for 64,530 Teaching Positions

Reports suggesting that the Department of Education (DepEd) will stop hiring public school teachers in 2027 have been clarified by the government.

DepEd and the Department of Budget and Management (DBM) confirmed that teacher hiring will continue in 2027, with P31.220 billion included in the proposed Fiscal Year 2027 National Budget to fill 64,530 authorized teaching positions.

The clarification came after reports circulated that there would be no funding for teacher hiring next year. According to DepEd and DBM, however, the absence of a new batch of Teacher I positions in the proposed 2027 National Expenditure Program (NEP) does not mean that teacher recruitment will stop.

Instead, the government is prioritizing the filling of thousands of teaching positions that have already been authorized but remain vacant.

P31.22 Billion Allocated to Fill 64,530 Teaching Positions

Under the proposed 2027 budget, P31.220 billion is available for the filling of 64,530 authorized teaching positions.

Of these positions, 31,614 were existing vacant teaching positions recorded in the Government Manpower Information System (GMIS) as of April 24, 2026.

Another 32,916 teaching positions were newly created and approved by DBM in May 2026.

The 32,916 newly created positions represent a major expansion of the public school teaching workforce. DBM said the creation of these positions was approved on May 7, 2026.

Importantly, authorized teaching positions do not automatically disappear simply because they are not immediately filled. They remain available for DepEd to fill as qualified applicants are hired.

This means that applicants who are preparing for public school teaching opportunities should not interpret the absence of a new batch of Teacher I positions in the 2027 budget proposal as a nationwide hiring freeze.

DepEd Says Teacher Hiring Will Not Stop in 2027

Education Secretary Sonny Angara emphasized that the immediate priority is to get qualified teachers into classrooms as quickly as possible.

The government wants to make sure that authorized vacancies are filled and that teachers are deployed to schools where they are needed most.

This is particularly important for schools dealing with large class sizes, staffing shortages, and increasing instructional demands.

Rather than simply creating more positions on paper, DepEd and DBM are focusing on converting already authorized positions into actual teachers serving students.

For teacher applicants, this distinction is important. A government-approved position and an actual hiring announcement are not exactly the same thing. The position must still go through the appropriate recruitment, selection, and appointment processes before a qualified teacher is hired.

25,019 Teaching Positions Remain Unfilled

The latest DepEd Personnel Audit provides an important update on the status of teacher recruitment.

As of September 4, 2026, DepEd reported that 33,250 teaching positions had already been filled, while 25,019 teaching positions remained unfilled.

For teaching positions newly created in 2026, 22,649 had already been filled, with 8,733 still unfilled.

These figures show that recruitment is already taking place and that a significant number of authorized teaching positions remain in the pipeline.

For applicants, the practical takeaway is that teacher hiring opportunities are expected to continue as DepEd works to fill authorized vacancies.

What About the 14,274 Additional Teaching Positions?

Another source of confusion involves DepEd's request for 14,274 additional teaching positions for 2027.

These positions are separate from the 64,530 teaching positions that already have funding for filling.

The 14,274 positions were an additional request from DepEd, estimated to require around P4.29 billion.

According to DBM and DepEd, the fact that this additional request was not included in the proposed 2027 budget does not mean that the government has removed funding for teacher hiring altogether.

The 64,530 authorized positions are already a separate pool of positions that can be filled.

DepEd may also continue to evaluate the need for additional teaching positions as enrollment, class sizes, subject requirements, and actual staffing conditions in schools develop.

P7.582 Billion Set Aside for Substitute Teachers

Teacher staffing support in the proposed 2027 budget goes beyond permanent or regular teaching positions.

The proposed budget also includes P7.582 billion for substitute teachers.

The purpose is to keep classrooms staffed when regular teachers are temporarily unavailable.

Substitute teachers may be needed when regular teachers are on maternity or other authorized leave, attending training or professional development activities, or temporarily unable to report to work for other authorized reasons.

This funding is intended to help prevent disruptions in classroom instruction.

For students and parents, this is an important part of the government's staffing strategy because learning should continue even when a regular teacher is temporarily unavailable.

Government Also Plans to Support Teachers Beyond Hiring

The proposed 2027 budget includes several other investments aimed at improving the working conditions of public school teachers.

Among them is P10.364 billion for the P10,000 Teaching Allowance, which is expected to cover approximately 1.036 million teaching and teaching-related personnel.

There is also P38.782 billion for benefits under the Magna Carta for Public School Teachers.

These include funding for the Personnel Economic Relief Allowance, Special Hardship Allowance, teaching overload honoraria, and medical allowances for qualified civilian personnel.

The proposed budget also includes P12.090 billion for the Expanded Career Progression System, supporting position reclassifications and opportunities for qualified teachers to advance in their careers.

More Non-Teaching Personnel to Help Reduce Teachers' Workload

Another notable part of the proposed budget is funding for additional non-teaching personnel.

Around P840.589 million is proposed for 2,135 non-teaching positions intended to help schools with administrative responsibilities.

These include 1,000 School Principal I positions, 1,000 Project Development Officer I positions, and 135 Administrative Officer II positions.

There is also P801.583 million for 2,021 school counseling positions, consisting of School Counselor Associate I and School Division Counselor positions.

The goal is to provide additional support within schools so teachers can spend more time focusing on teaching and student learning instead of administrative duties.

What the 2027 Teacher Hiring Update Means for Applicants

For aspiring public school teachers, the latest announcement is generally positive.

The most important point is that there is no teacher hiring freeze for 2027.

The government has proposed funding to fill 64,530 authorized teaching positions, and thousands of these positions remain available for recruitment.

However, applicants should understand that the 64,530 figure does not necessarily mean that 64,530 brand-new vacancies will be posted at once.

Some positions are existing vacancies, while others were newly authorized. The actual hiring process will depend on the availability of positions, staffing requirements, recruitment schedules, qualification standards, and the needs of individual schools and divisions.

Applicants should therefore continue monitoring official announcements from DepEd Central Office, Regional Offices, Schools Division Offices, and official government channels.

Bottom Line: Teacher Hiring Continues in 2027

The latest DepEd-DBM clarification provides a clearer picture of teacher hiring for 2027.

There is P31.220 billion allocated in the proposed 2027 National Budget to fill 64,530 authorized teaching positions. This includes 31,614 existing vacancies and 32,916 positions newly approved in May 2026.

As of September 4, 2026, DepEd had already filled 33,250 teaching positions, while 25,019 remained unfilled.

There is also P7.582 billion proposed for substitute teachers to help keep classrooms staffed when regular teachers are temporarily unavailable.

The separate request for 14,274 additional teaching positions should not be confused with the 64,530 positions that already have funding for filling.

For teachers and aspiring applicants, the message is clear: teacher hiring is not stopping in 2027. The immediate challenge is to speed up recruitment, appointment, and deployment so that authorized positions translate into teachers actually serving students in classrooms.

The latest figures show that the government's focus is shifting from simply creating more plantilla positions toward filling positions that have already been authorized and funded.

As the 2027 budget process continues, teachers and applicants should watch for official updates because final appropriations, recruitment schedules, and specific vacancies may still depend on the completion of the national budget process and subsequent DepEd implementation.

This article is based on the latest DepEd-DBM clarification released on September 10, 2026, and reports published through September 11, 2026.

DepEd to Step Up Fight Against Cyberbullying as Severe Online Abuse Faces Strict Penalties

The Department of Education (DepEd) is stepping up its campaign against cyberbullying as the agency strengthens measures designed to protect learners from harmful behavior both inside and outside the school campus.

As of September 11, 2026, DepEd is emphasizing that serious forms of online bullying can result in formal investigations and disciplinary action under its strengthened guidelines. The move comes as Filipino students increasingly use social media, messaging applications, online communities, and other digital platforms as part of their daily lives.

Education Secretary Sonny Angara said learners must not only be given opportunities to succeed academically but must also feel safe while learning.

“Our learners have proven that they have the grit, curiosity and drive to improve,” Angara said, pointing to the country's gains across the different areas measured by the Programme for International Student Assessment (PISA). However, he stressed that the safety and well-being of children must remain a priority.

Why Cyberbullying Is Becoming a Bigger Concern

Bullying is no longer limited to what happens inside a classroom, school hallway, playground, or campus.

A hurtful post can be shared with hundreds or thousands of people within minutes. A humiliating photo or video can remain online long after the original incident. Threatening messages can reach a learner even when the student is already at home.

This makes cyberbullying particularly difficult for children and teenagers to escape.

DepEd has acknowledged that while reports of physical bullying have declined, cyberbullying remains a serious challenge that requires a direct response.

Data presented by Angara from the Philippines' PISA results in 2018, 2022, and 2025 showed a 17-percentage-point decrease in the number of learners reporting that they had been hit or pushed around by other learners.

The improvement is encouraging, but the shift toward digital forms of harassment means schools must also adapt their approach to student safety.

What DepEd Order No. 006, s. 2026 Means

A major part of DepEd's strengthened response is DepEd Order No. 006, s. 2026, officially titled the Guidelines on Ensuring a Safe and Motivating Learning Environment.

The order was issued in March 2026 and consolidates various DepEd policies concerning learner rights protection, including bullying and other forms of violence and abuse.

According to the official issuance, the guidelines establish a more coherent system covering prevention, incident reporting, response measures, and support for affected learners. It also includes provisions for mental health and psychosocial support.

Read DepEd Order No. 006, s. 2026

One important aspect of the guidelines is that school authorities may address certain off-campus online conduct when it creates a hostile environment, violates a learner's rights, or disrupts school operations.

This is significant because cyberbullying often happens outside school hours and away from school grounds.

Severe Cyberbullying Can Lead to Serious Disciplinary Action

DepEd has warned that severe cyberbullying will not simply be treated as an ordinary disagreement between students.

Examples of serious online misconduct include sharing degrading videos, circulating explicit content, or threatening learners and school personnel through social media.

Such acts may be classified as high-level offenses that can trigger formal investigation and disciplinary procedures.

Depending on the circumstances and applicable rules, sanctions may range from suspension to non-readmission and exclusion from the school, with the possibility of alternative education arrangements.

There may also be potential legal consequences when an incident violates existing Philippine laws.

The policy does not mean that every argument or unpleasant interaction online automatically results in the most severe punishment. Due process remains an important part of the process. Reports must be investigated, evidence must be considered, and the people involved must be given the appropriate opportunity to respond.

The goal is to establish accountability while protecting learners' rights.

Schools Are Being Encouraged to Respond to Online Threats

DepEd's approach goes beyond punishment.

The department is also working on mechanisms designed to help schools respond to threats more systematically.

A proposed interagency threat assessment and verification framework aims to standardize the process from the initial reporting of a threat through evidence preservation, technical verification, protective action, and eventual case closure.

This approach recognizes that online threats can sometimes be difficult to verify.

A screenshot, social media post, message, or video may become important evidence in an investigation. Proper preservation and verification can help schools distinguish genuine threats from misunderstandings, fabricated claims, or altered digital content.

Parents Also Have an Important Role

DepEd is also emphasizing the role of parents and parent substitutes in preventing cyberbullying.

Through its Kaagapay Program, the department seeks to help parents recognize online threats and have conversations with children about sensitive digital issues.

This is particularly important because children may hesitate to tell adults when they are being bullied online.

Parents can help by creating an environment where children feel comfortable reporting problems without immediately fearing punishment or losing access to their devices.

Simple conversations about privacy, responsible posting, online friendships, suspicious messages, and reporting harmful content can make a significant difference.

Keeping Students Engaged in Positive Activities

DepEd is also encouraging schools to provide students with meaningful activities that can strengthen relationships and promote positive development.

These include sports, learner government, school clubs, scouting, journalism, arts programs, and other youth formation activities.

Such programs can give learners opportunities to build confidence, friendships, leadership skills, creativity, and a stronger sense of belonging.

A safe school environment is therefore not only about stopping harmful behavior. It is also about creating positive spaces where students can thrive.

Safer Digital Spaces Are Now Part of School Safety

The fight against cyberbullying reflects a larger reality facing schools today: student safety does not end when the school day is over.

For many young people, school life and digital life are closely connected. A conflict that begins in a classroom can continue on social media, while an online incident can affect a student's ability to participate in school the following day.

This is why DepEd's updated approach places greater emphasis on prevention, reporting, investigation, accountability, and support.

The department has also partnered with organizations such as the Stairway Foundation Inc. for classroom-based discussions about online risks and cyberbullying. These activities reportedly reached around 4.9 million learners, demonstrating the scale of the campaign.

What Students and Parents Should Remember

Students should understand that online actions can have real-world consequences.

Before posting, sharing, forwarding, or commenting, it is important to consider whether the content could harm another person. Humiliating someone publicly, spreading private or explicit material, making threats, or repeatedly targeting someone online should never be dismissed as simply a joke.

Parents and teachers can help by encouraging children to report serious incidents, preserve relevant evidence, block or report abusive accounts when appropriate, and seek support when online harassment begins affecting their safety or well-being.

Most importantly, learners should know that asking for help is not a sign of weakness.

A Stronger Message Against Online Cruelty

DepEd's latest measures send a clear message: the digital world is not outside the responsibility of schools when online behavior directly affects learners, violates their rights, or creates a hostile learning environment.

The decline in reported physical bullying is a positive development, but the continued challenge of cyberbullying shows that student protection must evolve with technology.

As Filipino learners spend more time connected online, schools, families, and communities will need to work together to make those digital spaces safer.

For DepEd, the message is straightforward: academic achievement matters, but children cannot be expected to learn, participate, and succeed if they do not feel safe.

Creating safer schools now also means creating safer digital spaces for every learner.