DepEd Allocates ₱2.289 Billion for 2026 School Innovation and Improvement Fund to Strengthen Literacy and Numeracy

The Department of Education (DepEd) has allocated ₱2.289 billion under the School Innovation and Improvement Fund (SIIF) for Fiscal Year 2026, providing direct financial support to eligible public schools for projects designed to improve literacy and numeracy.

The allocation is part of the government's broader effort to address learning gaps by giving schools greater flexibility to identify and respond to the needs of their own learners. Under the 2026 General Appropriations Act (Republic Act No. 12314), the funding supports a more decentralized approach to basic education, allowing school leaders and teachers to develop interventions that are appropriate for their local context.

For teachers, school heads, and families following developments in Philippine public education, the 2026 SIIF represents another important step toward bringing education resources closer to where learning actually happens: the school and the classroom.

What Is the School Innovation and Improvement Fund?

The School Innovation and Improvement Fund (SIIF) is a DepEd funding mechanism intended to help eligible public schools implement localized programs and interventions that respond to specific learning needs.

Rather than relying entirely on centrally designed solutions, the program recognizes that schools face different challenges. A small school in a low-income municipality, for example, may have very different literacy and numeracy priorities from a larger school in an urban community.

The SIIF is therefore connected to the principle of school-level decision-making. It gives school leaders additional resources and flexibility to implement practical interventions based on their learners' needs and school improvement priorities.

The program was initially established through DepEd Memorandum No. 073, s. 2025, titled Allocation and Release of the School Innovation and Improvement Fund to Eligible Public Schools to Strengthen Decentralization and Accelerate Literacy Interventions of the Department of Education for Fiscal Year 2025.

How Much Funding Has Been Allocated for SIIF in 2026?

For FY 2026, DepEd's budget includes ₱2,289,250,000 for the School Innovation and Improvement Fund to public schools.

DepEd's FY 2026 financial accountability report also identifies the SIIF as a specific program under its Government Assistance and Subsidies budget.

The funding is intended to support eligible schools, particularly those that have historically had fewer fiscal resources and may face greater challenges in addressing learning gaps.

The approach is consistent with the national government's broader objective of directing public resources toward programs that can produce tangible improvements in basic education outcomes.

Why Literacy and Numeracy Remain a Major Priority

Reading and mathematics are among the most fundamental skills learners need to succeed in school and eventually participate effectively in work and society.

When students struggle to read with understanding or perform basic mathematical operations, those difficulties can affect their performance in other subjects. Learning gaps can also become more difficult to address as students move to higher grade levels.

This is why school-based literacy and numeracy interventions can be particularly important.

With direct funding, schools may be better positioned to provide remediation, enrichment activities, additional learning resources, targeted interventions, and other programs suited to their learners.

The objective is not simply to spend more money on education. The larger goal is to ensure that available resources are directed toward specific learning needs and produce measurable improvements for students.

SIIF Builds on the 2025 Pilot Implementation

The 2026 funding expands on the experience of the SIIF's initial implementation.

During the pilot rollout, SIIF supported 4,043 non-implementing elementary and junior high schools located in fourth- and fifth-class municipalities.

The pilot reportedly recorded an 84 percent fund utilization rate, with resources supporting academic recovery, remediation, and learning enrichment for approximately 405,930 learners nationwide.

These figures are significant because they demonstrate how relatively localized funding can support a large number of students when resources are directed toward schools with identified needs.

The experience also provides DepEd with lessons that can inform the implementation and monitoring of the 2026 allocation.

More Schools Can Benefit Under the 2026 Program

One notable development for FY 2026 is the expansion of the program's coverage.

The 2026 implementation includes qualified senior high schools, in addition to eligible elementary and junior high schools.

Another important feature is the use of predetermined allocations for selected schools. Eligible schools do not need to go through the same proposal-submission process simply to access their designated SIIF allocation.

This can help reduce administrative delays and allow school heads to focus more quickly on planning and implementing interventions.

The funding formula also considers factors such as the income classification of the municipality and the size of the learner population.

How the SIIF Allocation Is Determined

The funding approach gives greater consideration to schools located in municipalities with lower income classifications and larger student populations.

A baseline allocation of at least ₱50,000 per school is provided under the stated criteria.

Schools located in third-, fourth-, and fifth-class municipalities can receive higher allocations compared with schools located in first- and second-class municipalities.

This approach recognizes an important reality in public education: schools do not all operate with the same resources or face the same circumstances.

A school serving a large population in a lower-income community may require additional support to provide effective learning interventions. By taking local conditions into account, the SIIF seeks to make school-level funding more responsive and equitable.

What Can Schools Use the SIIF For?

The central purpose of the fund is to support initiatives connected to school improvement, particularly interventions addressing literacy and numeracy.

Depending on the school's identified needs and applicable DepEd rules, funded activities may support academic recovery, remediation, learning enrichment, and other interventions aligned with school improvement priorities.

This gives school leaders an opportunity to move beyond a one-size-fits-all approach.

For example, one school may need stronger reading intervention programs for struggling readers, while another may prioritize mathematics remediation. A different school may need learning materials or enrichment activities to strengthen foundational competencies.

The important principle is that spending should be connected to actual learner needs and the school's improvement priorities.

Accountability Remains Part of the Program

While SIIF gives schools greater flexibility, the funding does not remove accountability requirements.

School heads are expected to submit quarterly physical and financial progress reports through the SIIF Online Monitoring Tool in the digital InsightED application.

This monitoring system is intended to help DepEd track both how funds are being used and what schools are accomplishing through their funded interventions.

DepEd regional offices and Schools Division Offices also provide technical assistance and monitoring support to recipient schools.

Recent DepEd regional issuances show that the FY 2026 SIIF monitoring system has continued to develop. For example, DepEd Region VIII reported a June 2026 pilot-testing activity for the FY 2026 SIIF Online Monitoring Tool through InsightED.

Other DepEd offices have likewise issued updates related to SIIF implementation, utilization, and assessment during 2026.

What the ₱2.289 Billion SIIF Fund Could Mean for Schools

The significance of the 2026 SIIF allocation goes beyond the amount of money being provided.

At its core, the program reflects a shift toward giving schools more responsibility—and more resources—to address problems they understand firsthand.

Teachers see which students are struggling with reading. School heads know which learning resources are lacking. Local education leaders understand the challenges faced by their communities.

Putting resources closer to these decision-makers can make interventions more targeted and responsive.

However, the success of the program will ultimately depend on implementation. Funding must translate into useful programs, appropriate learning resources, effective remediation, and measurable improvements in student performance.

What Teachers, Parents, and Communities Should Watch for in 2026

As the FY 2026 SIIF continues to be implemented, teachers and school communities can watch for announcements from their respective Schools Division Offices and school heads regarding eligible schools, funded activities, implementation schedules, and reporting requirements.

Parents and community members can also play an important role by staying informed about school improvement initiatives and asking how programs supported by public funds are helping learners.

For teachers, the most important question is practical: Are the resources reaching the learners who need them most?

For school leaders, the challenge is equally important: Can the funding be converted into sustainable improvements in literacy and numeracy?

And for DepEd, continued monitoring will be essential to ensure that the program remains both flexible and accountable.

Bottom Line

The ₱2.28925-billion School Innovation and Improvement Fund for FY 2026 gives DepEd public schools an important source of direct support for literacy, numeracy, academic recovery, remediation, and learning enrichment.

The program builds on the initial SIIF implementation launched under DepEd Memorandum No. 073, s. 2025 and continues the department's effort to strengthen school-level decision-making.

With the FY 2026 allocation backed by Republic Act No. 12314, the focus now shifts to implementation: getting funds to eligible schools, using them for clearly identified learner needs, monitoring results, and ensuring that public education spending produces meaningful improvements in classrooms.

For Filipino learners, the real measure of the SIIF will not simply be how much money is allocated. It will be whether that investment helps more children read better, understand mathematics more confidently, and build the foundational skills they need for the next stage of their education.

As of August 10, 2026, the FY 2026 SIIF remains part of DepEd's ongoing school-level funding and monitoring efforts, with digital monitoring through InsightED being developed and implemented alongside regional and division-level technical assistance.

DepEd Order No. 020, s. 2026: New 7-Year Loan Terms Under the APDS Program

The Department of Education has issued DepEd Order No. 020, s. 2026, introducing revised loan terms under the Department of Education's Automatic Payroll Deduction System (APDS) Program.

The major change is significant for DepEd personnel who use APDS-accredited lending facilities: the maximum loan repayment period is now extended from five years to seven years.

The revised policy follows Bangko Sentral ng Pilipinas (BSP) Circular No. 1239, which amended regulations governing salary-based general-purpose consumption loans. Current reporting on the BSP circular confirms that the maximum allowable repayment period for covered salary-based consumption loans was extended to seven years, although the seven-year period is a maximum rather than an automatic entitlement for every borrower.

For teachers and other DepEd employees considering a salary-deducted loan, however, the most important point is this: a seven-year loan is now possible under APDS, but approval still depends on the lending entity's credit evaluation.

What Is DepEd Order No. 020, s. 2026?

DepEd Order No. 020, s. 2026 is titled "Revised Loan Terms of Payment Under the Department of Education's Automatic Payroll Deduction System Program."

The Order further amends the provisions on loan terms under previous APDS issuances, particularly DepEd Order No. 020, s. 2021 and DepEd Order No. 004, s. 2022.

The revised policy allows APDS-accredited lending entities to accommodate loans with repayment periods of up to seven years.

This does not mean that every DepEd employee can automatically choose a seven-year repayment period. Instead, the lending entity must determine whether the borrower qualifies based on its own credit policies, risk assessment, applicable regulations, and the borrower's capacity to repay.

DepEd APDS Loan Terms Now Extend Up to 7 Years

Under the revised APDS rules, only loans with a term not exceeding seven years will be accommodated.

The prescribed contractual interest-rate ceilings are based on the diminishing or declining principal balance method.

According to the Order, the ceilings are:

• 1 year: 7.500% per annum or 0.625% per month
• 2 years: 9.000% per annum or 0.750% per month
• 3 years: 9.660% per annum or 0.805% per month
• 4 years: 9.660% per annum or 0.805% per month
• 5 years: 9.660% per annum or 0.805% per month
• 6 years: 9.660% per annum or 0.805% per month
• 7 years: 9.660% per annum or 0.805% per month

The Order also provides a 6% one-time charge, which must be itemized in the borrower's Disclosure Statement and is deducted upfront from the principal amount.

Importantly, APDS-accredited entities are encouraged to offer rates lower than the prescribed ceilings.

This means borrowers should not assume that every lender will charge exactly the maximum rate stated in the policy.

How Much Is the Monthly Payment for a ₱100,000 Loan?

The annexes to DepEd Order No. 020, s. 2026 provide illustrations using a ₱100,000 principal amount.

The examples show how extending the repayment period lowers the monthly installment while increasing the total interest paid over the life of the loan.

Based on the illustrations provided in the Order:

1-year loan: approximately ₱8,675.74 per month

2-year loan: approximately ₱4,568.48 per month

3-year loan: approximately ₱3,210.78 per month

4-year loan: approximately ₱2,519.97 per month

5-year loan: approximately ₱2,108.02 per month

6-year loan: approximately ₱1,835.49 per month

7-year loan: approximately ₱1,642.61 per month

These figures are based on the Order's illustration for a ₱100,000 loan and should not be interpreted as a guaranteed quotation from every APDS-accredited lender.

The examples demonstrate the basic trade-off clearly: a longer repayment period can make the monthly deduction smaller, but the borrower generally pays more interest over the entire loan period.

How Much Interest Is Paid Over the Full Loan Term?

The difference becomes clearer when looking at the total interest shown in the APDS illustrations.

For the ₱100,000 example:

• 1 year: ₱4,108.91 total interest
• 2 years: ₱9,643.37 total interest
• 3 years: ₱15,588.05 total interest
• 4 years: ₱20,958.02 total interest
• 5 years: ₱26,480.68 total interest
• 6 years: ₱32,154.69 total interest
• 7 years: ₱37,978.52 total interest

There is also a ₱6,000 one-time charge in the illustration.

This is one of the most important details borrowers should consider before choosing a seven-year loan.

For example, the seven-year illustration brings the monthly payment down to around ₱1,642.61, but the total interest is substantially higher than the one-year example.

Therefore, a lower monthly deduction does not necessarily mean the loan is cheaper.

What Is the Effective Interest Rate or EIR?

Another important part of the revised APDS rules is the Effective Interest Rate (EIR).

The EIR gives borrowers a more meaningful picture of the cost of borrowing because it takes into account the interest and applicable charges associated with the loan.

For the illustrations in the Order, the EIR ceilings are:

• 1 year: 21.091% per annum
• 2 years: 16.351% per annum
• 3 years: 14.886% per annum
• 4 years: 13.759% per annum
• 5 years: 13.082% per annum
• 6 years: 12.632% per annum
• 7 years: 12.310% per annum

Borrowers should therefore look beyond the advertised monthly installment and check the Disclosure Statement, interest rate, EIR, one-time charges, total repayment, and other applicable costs before signing a loan agreement.

Does the New 7-Year Rule Mean Everyone Can Get a 7-Year Loan?

No.

This is perhaps the most important clarification in DepEd Order No. 020, s. 2026.

The availability of a repayment period of up to seven years does not automatically qualify every borrower for a seven-year loan.

The APDS-accredited lending entity remains responsible for evaluating the borrower.

Its decision may consider factors such as:

• income and repayment capacity;
• existing financial obligations;
• employment information;
• credit history;
• internal lending policies;
• risk-management requirements;
• applicable laws and regulations; and
• other factors relevant to the borrower's ability to repay.

The Department of Education itself will not participate in or influence the lender's credit evaluation or loan approval process.

DepEd's role is primarily to facilitate payroll deductions in accordance with APDS policies.

Mandatory Financial Literacy Before the Loan

Another notable provision is the requirement for APDS-accredited lending entities to provide borrowers with financial literacy or loan education before the evaluation or release of an APDS loan.

The education may be provided physically or digitally.

At a minimum, it should cover responsible borrowing, loan terms and conditions, interest and other charges, repayment obligations, consequences of non-payment or default, and basic financial management.

Lenders are also required to maintain documentary or electronic records showing that the borrower completed or acknowledged receipt of the financial literacy or loan education.

This provision is particularly important because a loan should not be evaluated solely by looking at the monthly deduction.

Borrowers need to understand the total cost and long-term effect on their income.

What Does the New APDS Policy Mean for DepEd Employees?

For teachers and other DepEd personnel, the seven-year maximum gives borrowers another repayment option.

Someone who cannot comfortably accommodate a large monthly deduction may find a longer repayment period easier to manage.

However, extending a loan for several additional years also means carrying the financial obligation for a longer period.

Before applying, borrowers should compare the monthly installment with their actual take-home pay and existing deductions.

It is also wise to compare offers from APDS-accredited entities instead of automatically choosing the first available loan.

A longer repayment term can provide short-term breathing room, but responsible borrowing requires looking at the total repayment amount, not just the monthly payment.

Key Takeaways on DepEd Order No. 020, s. 2026

The revised APDS policy can be summarized in a few important points:

The maximum APDS loan term is now seven years.

Seven years is a maximum, not an automatic loan entitlement.

The lender decides whether a borrower qualifies.

Interest-rate ceilings are based on a declining or diminishing principal balance.

A 6% one-time charge is included in the Order's prescribed structure and must be itemized in the Disclosure Statement.

APDS-accredited entities may offer rates below the prescribed ceilings.

Borrowers must receive financial literacy or loan education before evaluation or loan release.

DepEd does not approve or guarantee individual loans.

The policy takes effect immediately upon approval and issuance and upon publication through the channels specified in the Order.

Final Reminder for Teachers and DepEd Personnel

The extension to seven years may make salary-deducted loans more manageable for some borrowers, particularly when monthly cash flow is the main concern. The broader BSP policy also recognizes that a longer repayment period can make scheduled payments more manageable while retaining safeguards against excessive borrowing.

Still, a longer loan is not automatically a better loan.

Before signing, check the interest rate, EIR, one-time charges, monthly deduction, total repayment, repayment period, and consequences of default. Ask the lending entity to explain anything that is unclear.

Most importantly, borrow only an amount that you can reasonably repay without putting your regular household expenses and other financial obligations at risk.

DepEd Order No. 020, s. 2026 provides a longer maximum repayment period under APDS, but the decision to borrow—and the responsibility for repaying the loan—remains with the borrower.

This article is for general informational purposes and summarizes the policy details provided in DepEd Order No. 020, s. 2026. Borrowers should review the official Order, Disclosure Statement, and specific loan agreement provided by their APDS-accredited lending entity before making a financial decision.

DepEd Clarifies Compensation for Teachers Serving as ARAL Tutors: Teaching Overload Pay, VSC, and What Teachers Need to Know

The Department of Education (DepEd) has issued a clarification on the compensation of public school teachers who serve as tutors under the Academic Recovery and Accessible Learning (ARAL) Program.

The clarification, dated August 4, 2026, addresses questions about whether DepEd teachers assigned as ARAL tutors are automatically entitled to additional compensation and explains the forms of compensation currently authorized under the ARAL Program Act.

The clarification is particularly important as DepEd continues the implementation of the ARAL Program for School Year 2026–2027, following its implementation during SY 2025–2026 and the 2025 and 2026 ARAL Summer Programs.

What Is the ARAL Program?

The Academic Recovery and Accessible Learning (ARAL) Program is a learning recovery initiative established under Republic Act No. 12028, also known as the ARAL Program Act.

The program is designed to provide structured academic support to learners who need additional assistance in meeting grade-level learning expectations. It focuses on addressing learning gaps through targeted interventions and tutorial support.

DepEd's 2026 guidelines provide for the engagement of both DepEd teaching personnel and external tutors. The guidelines also emphasize that the specialization of teachers should be considered when assigning them as ARAL tutors.

With teachers taking on additional tutorial responsibilities, questions about compensation have become an important concern for schools and teachers.

Are DepEd Teachers Automatically Entitled to ARAL Tutor Pay?

No.

One of the most important points in the August 4, 2026 clarification is that Teaching Overload Pay is not automatically granted to every DepEd teacher who serves as an ARAL tutor.

Under Section 13 of the ARAL Program Act, compensation may be provided to qualified DepEd teachers serving as ARAL tutors in the form of Teaching Overload Pay.

However, certain conditions must first be met.

Teachers must have rendered the prescribed six hours of actual classroom teaching before they may qualify for Teaching Overload Pay for ARAL tutoring. The compensation is also subject to applicable Department of Budget and Management (DBM) rules.

The amount of Teaching Overload Pay may not exceed the equivalent of two hours based on the Prime Hourly Teaching Rate.

Therefore, being assigned as an ARAL tutor by itself does not mean that a teacher will automatically receive additional cash compensation.

When Can a DepEd Teacher Receive Teaching Overload Pay?

The key requirement is the completion of the prescribed regular classroom teaching load.

For qualified teachers, ARAL tutorial work may result in additional teaching load. Existing ARAL guidelines provide that ARAL tutorial classes are considered part of the teaching load of teachers assigned as tutors, with the corresponding load based on the actual hours rendered.

The 2026 guidelines also state that teachers with less than six hours of teaching load may be prioritized for assignment as ARAL tutors, provided they possess the required specialization or are otherwise qualified to handle ARAL classes.

This means schools need to properly determine a teacher's actual teaching load and tutorial hours before determining whether Teaching Overload Pay applies.

How Much Can ARAL Teaching Overload Pay Be?

Under the clarification, Teaching Overload Pay for qualified DepEd teachers is limited to compensation equivalent to up to two hours, based on the applicable Prime Hourly Teaching Rate.

This does not mean that every ARAL tutor will automatically receive two hours' worth of compensation.

The actual entitlement depends on the applicable rules, the teacher's qualifying circumstances, the actual teaching load rendered, and the existing DepEd and DBM guidelines.

Teachers should therefore avoid assuming that an ARAL assignment automatically translates into a fixed additional payment.

What Other Benefit May ARAL Teacher-Tutors Receive?

Aside from Teaching Overload Pay, Vacation Service Credits (VSC) may apply in appropriate circumstances under existing rules.

The August 4 clarification identifies these as the authorized forms of compensation or benefit for DepEd teachers serving as ARAL tutors:

• Teaching Overload Pay, if the teacher qualifies under the law and applicable guidelines; or
• Vacation Service Credits (VSC), where applicable under existing rules.

The clarification is significant because it states that no other form of compensation is currently authorized for DepEd teachers serving as ARAL tutors under the cited provisions.

Earlier ARAL implementation materials likewise distinguish between Teaching Overload Pay for qualified teacher-tutors and Vacation Service Credits for applicable services rendered during periods covered by the relevant rules.

What About ARAL Tutors Who Are Not DepEd Teachers?

External tutors follow a separate compensation arrangement.

Unlike DepEd teachers, who may receive Teaching Overload Pay or applicable VSC, external tutors are compensated based on the approved daily rate or the actual services rendered, subject to the applicable provisions of the law and program guidelines.

The 2026 ARAL tutor guidelines provide separate mechanisms for engaging external applicants and DepEd teaching personnel.

This distinction is important because the compensation rules for external tutors should not simply be applied to public school teachers who are assigned as ARAL tutors.

Is There a Separate ARAL Budget for Additional Teacher Compensation?

According to the August 4 clarification, the FY 2025 and FY 2026 General Appropriations Acts do not provide a separate appropriation for additional compensation for DepEd teachers serving as ARAL tutors beyond the authorized Teaching Overload Pay allocation and the engagement of external tutors.

DepEd explained that it has consistently applied these provisions since the implementation of the ARAL Program in SY 2025–2026, including the 2025 and 2026 ARAL Summer Programs.

The same approach will continue for the implementation of the ARAL Program in SY 2026–2027.

This means schools and concerned officials are expected to use appropriated funds only for purposes authorized under the applicable laws, budget provisions, and implementing guidelines.

What Should Teachers Assigned as ARAL Tutors Remember?

Teachers serving as ARAL tutors should keep several points in mind.

First, ARAL tutoring is an official program responsibility, but the assignment alone does not guarantee additional cash compensation.

Second, teachers should know their actual classroom teaching load and the number of hours they render as ARAL tutors.

Third, Teaching Overload Pay is subject to the conditions established under the ARAL Program Act and related DepEd and DBM rules.

Fourth, VSC may apply in circumstances covered by existing policies.

Finally, teachers should maintain proper documentation of their services. The 2026 ARAL tutor guidelines require tutors to maintain a Daily Time Record, which is verified by the assigned ARAL focal person or school head. Tutors are also required to submit accomplishment reports documenting learners served, tutorial sessions conducted, and learner progress or feedback.

What Does This Mean for SY 2026–2027?

For teachers and school administrators preparing for the continued implementation of ARAL in SY 2026–2027, the latest clarification provides a clearer basis for handling tutor compensation.

The main takeaway is simple: qualified DepEd teacher-tutors may receive Teaching Overload Pay when the requirements are met, while VSC may apply where allowed by existing rules.

However, teachers should not expect an automatic additional payment simply because they have been assigned to ARAL tutoring.

School heads, ARAL focal persons, Schools Division Offices, and other concerned officials are expected to ensure that the program is implemented consistently with RA No. 12028, the FY 2026 General Appropriations Act, and applicable DepEd implementing rules and guidelines.

Final Takeaway for DepEd Teachers

The August 4, 2026 clarification helps address an important question for public school teachers participating in the ARAL Program.

Teaching Overload Pay is available only to qualified DepEd teacher-tutors who meet the prescribed conditions. It is not an automatic benefit for every teacher assigned as an ARAL tutor.

For qualified teachers, compensation may be limited to the equivalent of up to two hours based on the Prime Hourly Teaching Rate, subject to applicable rules. Where appropriate, Vacation Service Credits may also apply.

Teachers assigned to ARAL should therefore check their actual teaching load, document their tutorial services, and coordinate with their school head or ARAL focal person regarding the applicable compensation or service-credit arrangements.

As the ARAL Program continues into SY 2026–2027, proper documentation and consistent application of the rules will remain important in ensuring that both learner recovery efforts and teacher entitlements are properly supported.

Reference: Department of Education clarification dated August 4, 2026, titled Clarification on the Compensation of DepEd Teachers Serving as ARAL Tutors, together with the applicable provisions of RA No. 12028 and DepEd's ARAL implementation guidelines.

Davao City Schools Address Student Conduct Incident, Reinforce Values and Discipline

The Schools Division of Davao City has issued an official statement regarding the inappropriate behavior displayed by several learners during the visit of President Ferdinand R. Marcos Jr. on July 28, 2026. The division expressed its sincere apology and reaffirmed its commitment to promoting respect, discipline, responsibility, and positive values among learners.

The incident gained public attention after videos and discussions circulated online, prompting concerns about student behavior, school accountability, and the importance of character formation among young people. In response, the Schools Division of Davao City emphasized that such actions do not represent the values and principles that schools aim to develop among learners.

Schools Division of Davao City Expresses Regret Over Learner Behavior

In its official statement, the Schools Division of Davao City apologized for the conduct shown by some learners during the presidential visit. The division clarified that inappropriate actions are not tolerated and do not reflect the standards of respect and responsibility expected from students.

Schools are not only responsible for academic instruction but also play an important role in developing good character, social responsibility, and ethical behavior. Beyond lessons inside classrooms, schools help learners understand the importance of respect, proper communication, and responsible decision-making.

The division emphasized that every learner represents not only themselves but also their families, schools, and communities. Because of this, students are continuously guided to demonstrate courtesy and accountability in different situations, whether inside or outside the school environment.

Immediate Investigation and Due Process Conducted

Following the incident, the concerned school administration and the School Child Protection Committee immediately conducted an investigation on July 30, 2026.

After the investigation process, four (4) learners were identified. Their parents or guardians were invited to a mandatory conference to ensure that proper procedures were followed and that the concerns were addressed through due process.

The involvement of parents and guardians highlights the importance of cooperation between schools and families. Addressing learner behavior requires a shared commitment among educators, parents, and the community to provide guidance and support for young people.

Rather than focusing only on punishment, schools are expected to provide interventions that help learners understand the consequences of their actions and develop better choices moving forward.

Learners Undergo Discipline, Guidance, and Values Formation Interventions

The Schools Division of Davao City stated that the concerned learners are undergoing appropriate disciplinary measures, guidance and counseling, and values formation interventions in accordance with DepEd Order No. 006, s. 2026, and existing school policies.

These interventions focus on several important areas, including responsible behavior, digital citizenship, and respect for others.

In today’s digital age, learners must understand that their actions—whether done personally or shared online—can influence how others perceive them and their communities. Digital citizenship teaches students to use technology responsibly, communicate respectfully, and recognize the impact of their online presence.

Values formation also remains an essential part of education. Schools continue to promote honesty, empathy, accountability, and respect as important qualities that help learners become responsible members of society.

The Importance of Respect and Responsible Expression Among Learners

Schools encourage learners to develop critical thinking and the ability to express their opinions. Young people should be given opportunities to participate in discussions about society, leadership, and current issues.

However, freedom of expression must always be balanced with respect, responsibility, and consideration for others.

A healthy learning environment allows students to share their thoughts while understanding the importance of proper communication. Constructive dialogue, respectful conversations, and responsible actions help strengthen communities and prepare learners for future roles as citizens.

Teaching students how to disagree respectfully is an important part of education. It allows young people to become informed individuals who can participate meaningfully in society while maintaining dignity and respect toward others.

Schools Strengthen Partnership with Parents and Communities

The Schools Division of Davao City reiterated that creating a safe and respectful learning environment requires strong collaboration among schools, parents, and communities.

Parents and guardians serve as the first teachers of children, while schools provide structured learning experiences that reinforce positive behavior. When families and schools work together, learners receive consistent guidance and support.

The division encouraged continued cooperation from the public as it works to uphold high standards of student conduct and maintain schools where learners feel safe, respected, and valued.

Education goes beyond academic achievement. It includes helping young people develop character, emotional maturity, and the ability to make responsible decisions.

Moving Forward: Building Responsible and Respectful Learners

The incident serves as a reminder of the continuing responsibility of schools and communities in shaping the next generation.

Learners are still developing their understanding of appropriate behavior, social responsibility, and the impact of their choices. Through proper guidance, counseling, and values education, schools can help students recognize mistakes, learn from experiences, and grow into responsible individuals.

The Schools Division of Davao City remains committed to fostering a safe, respectful, and values-centered learning environment. Through consistent implementation of school policies, collaboration with families, and meaningful interventions, schools continue to guide learners toward becoming disciplined and responsible members of society.

Ultimately, education is not only about knowledge and skills. It is also about developing character, compassion, and respect—qualities that help build stronger schools and communities.

Buwan ng Wika 2026 Theme: Wikang Filipino at AI Bilang Kasangkapan sa Pananaliksik

Tuwing buwan ng Agosto, ipinagdiriwang ng Pilipinas ang Buwan ng Wikang Pambansa bilang pagkilala sa kahalagahan ng Wikang Filipino sa paghubog ng pambansang pagkakakilanlan, kultura, at kasaysayan. Sa 2026, mas naging makabago ang pagdiriwang dahil sa napapanahong tema na nagbibigay-diin sa papel ng teknolohiya sa edukasyon at pananaliksik.

Ang opisyal na tema ng pagdiriwang ngayong taon ay:

"Wikang Filipino at AI: Kasangkapan sa Pananaliksik at Tulay sa Yaman ng Impormasyon."

Ipinapakita ng temang ito kung paano maaaring magsanib ang Wikang Filipino at Artificial Intelligence (AI) upang mapalawak ang kaalaman, mapadali ang pananaliksik, at higit pang mapaunlad ang paggamit ng ating pambansang wika sa makabagong panahon.

Ano ang Kahulugan ng Tema ng Buwan ng Wika 2026?

Ang tema ng Buwan ng Wika 2026 ay sumasalamin sa lumalaking papel ng AI sa larangan ng edukasyon. Hindi lamang ito tungkol sa paggamit ng makabagong teknolohiya kundi tungkol din sa responsableng paggamit nito upang mapanatili ang kahalagahan ng wikang Filipino bilang pangunahing kasangkapan sa pagkatuto.

Sa panahon ngayon, mabilis ang pag-access sa impormasyon dahil sa iba't ibang AI-powered applications at websites. Gayunpaman, mahalagang gamitin ang mga ito bilang katuwang lamang ng tao at hindi kapalit ng kritikal na pag-iisip, pagkamalikhain, at sariling pagsusuri.

Sa ganitong pananaw, nagiging tulay ang AI upang mas madaling mahanap, maunawaan, at maipalaganap ang mga impormasyon sa wikang Filipino habang pinayayaman ang ating kultura at pambansang identidad.

Ang Kaugnayan ng Tema sa DepEd Order No. 003, s. 2026

Ang tema ngayong taon ay tugon sa mga probisyon ng DepEd Order No. 003, s. 2026, o ang Foundational Guidelines on Artificial Intelligence in Basic Education.

Sa ilalim ng mga gabay na ito, isinusulong ng Department of Education ang estratehikong paggamit ng AI sa mga paaralan bilang suporta sa pagtuturo at pagkatuto.

Binibigyang-diin ng polisiya na ang paggamit ng AI ay dapat maging:

• Human-centered o nakasentro sa kapakanan ng tao;
• Mapanuri sa pabago-bagong katangian ng AI o stochastic nature nito;
• Nakabatay sa mataas na pamantayan ng etika;
• May paggalang sa data privacy at seguridad;
• Nagtataguyod ng integridad sa akademya;
• Nakapagbibigay ng inklusibo at makabuluhang pagkatuto;
• Hindi isinasantabi ang emosyonal at panlipunang pundasyon ng edukasyon.

Sa madaling salita, ang AI ay hindi dapat maging kapalit ng guro o ng sariling pag-iisip ng mag-aaral. Ito ay isang kasangkapan lamang upang mapahusay ang proseso ng pagkatuto.

Paano Nakakatulong ang AI sa Pananaliksik?

Isa sa pinakamahalagang bahagi ng tema ay ang paggamit ng AI bilang kasangkapan sa pananaliksik.

Sa kasalukuyan, maraming AI tools ang tumutulong sa mga mag-aaral, guro, at mananaliksik upang:

• makahanap ng mga kaugnay na impormasyon nang mas mabilis;
• makabuo ng balangkas ng pananaliksik;
• magsalin ng mga teksto;
• magsuri ng malalaking datos;
• magbigay ng mungkahing sanggunian;
• mapahusay ang pagsulat at organisasyon ng mga ideya.

Gayunpaman, mahalagang tandaan na ang AI ay maaari ring magbigay ng maling impormasyon o hindi kumpletong datos. Dahil dito, nananatiling mahalaga ang beripikasyon ng mga sanggunian, wastong pagsipi ng mga pinagkunan, at masusing pagsusuri ng bawat impormasyong ginagamit.

Wikang Filipino Bilang Tulay sa Yaman ng Impormasyon

Hindi hadlang ang teknolohiya upang mapanatili ang kahalagahan ng Wikang Filipino. Sa halip, maaari itong magsilbing instrumento upang lalo pang mapalawak ang paggamit ng ating pambansang wika sa iba't ibang larangan.

Sa pamamagitan ng AI, mas maraming digital resources ang maaaring maisalin, maipaliwanag, at maipamahagi sa wikang Filipino. Nagiging mas naaabot din ng maraming Pilipino ang iba't ibang impormasyon, lalo na sa edukasyon, agham, teknolohiya, at pananaliksik.

Bukod dito, nagkakaroon din ng mas maraming oportunidad upang maitala, maisalin sa digital format, at mapreserba ang mga lokal na panitikan, alamat, kasaysayan, at iba pang pamana ng ating kultura.

Responsableng Paggamit ng AI sa Edukasyon

Kasabay ng pag-unlad ng teknolohiya ay ang responsibilidad ng bawat gumagamit nito.

Narito ang ilang paalala sa wastong paggamit ng AI:

• Gamitin ang AI bilang gabay at hindi bilang kapalit ng sariling gawa.
• Laging beripikahin ang impormasyong ibinibigay ng AI.
• Igalang ang intellectual property at tamang pagsipi ng mga sanggunian.
• Protektahan ang personal na impormasyon at data privacy.
• Pairalin ang katapatan at integridad sa lahat ng gawaing pang-akademiko.

Sa ganitong paraan, nagiging makabuluhan ang paggamit ng AI nang hindi nalalagay sa panganib ang kalidad ng edukasyon.

Bakit Mahalaga ang Tema ng Buwan ng Wika 2026?

Napapanahon ang temang ito dahil patuloy na nagbabago ang paraan ng pagkatuto sa digital age.

Habang lumalawak ang paggamit ng AI sa iba't ibang bahagi ng mundo, nananatiling mahalaga ang pagpapahalaga sa Wikang Filipino bilang daluyan ng kaalaman, komunikasyon, at kultura.

Hindi kailangang mamili sa pagitan ng teknolohiya at wika. Sa halip, maaaring magsama ang dalawa upang makabuo ng isang makabago ngunit makataong sistema ng edukasyon.

Ang tunay na layunin ng AI ay hindi palitan ang tao kundi tulungan siyang maging mas mahusay na tagapag-isip, mananaliksik, at mamamayan.

Pangwakas

Ang Buwan ng Wika 2026 ay paalala na ang Wikang Filipino ay nananatiling mahalagang bahagi ng ating pagkakakilanlan kahit sa gitna ng mabilis na pag-unlad ng teknolohiya.

Sa pamamagitan ng temang "Wikang Filipino at AI: Kasangkapan sa Pananaliksik at Tulay sa Yaman ng Impormasyon," hinihikayat ang bawat Pilipino na yakapin ang makabagong teknolohiya nang may pananagutan, pagkamapanuri, at mataas na pagpapahalaga sa etika.

Sa tamang paggamit ng AI, mas mapayayaman natin ang ating wika, mapapalawak ang akses sa impormasyon, at higit na mapapalakas ang pananaliksik na magsisilbing ambag sa pag-unlad ng edukasyon, kultura, at kasaysayan ng bansa.

Sa huli, ang Wikang Filipino at Artificial Intelligence ay hindi magkalaban. Sa halip, maaari silang maging magkasangga sa pagbuo ng mas maliwanag at mas inklusibong kinabukasan para sa bawat Pilipino.

ASEAN Month 2026: DepEd Reminds Schools to Celebrate Regional Unity Throughout August

August is once again a time to celebrate cooperation, shared heritage, and regional solidarity across Southeast Asia. The Department of Education (DepEd) has officially reminded all Regional Offices (ROs), Schools Division Offices (SDOs), and public schools to actively participate in the 2026 ASEAN Month Celebration, following national directives that recognize August as ASEAN Month in the Philippines.

The observance highlights the importance of educating learners about the Association of Southeast Asian Nations (ASEAN), strengthening awareness of the region's diverse cultures, and promoting the values of peace, cooperation, and unity. As the Philippines serves as ASEAN Chair in 2026, this year's celebration carries even greater significance under the theme "Navigating Our Future, Together."

Here's everything you need to know about DepEd's latest reminder for the 2026 ASEAN Month celebration.

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What is ASEAN Month?

The Association of Southeast Asian Nations (ASEAN) was established on August 8, 1967, through the signing of the Bangkok Declaration. Since then, ASEAN has grown into one of the world's most influential regional organizations, promoting economic growth, political cooperation, educational partnerships, cultural exchange, and regional stability among its member states.

Today, ASEAN is composed of:

• Brunei Darussalam
• Cambodia
• Indonesia
• Lao People's Democratic Republic (Lao PDR)
• Malaysia
• Myanmar
• Philippines
• Singapore
• Thailand
• Timor-Leste
• Vietnam

In the Philippines, Presidential Proclamation No. 282, s. 2018 (amending Proclamation No. 1008, s. 1997) officially declares August of every year as ASEAN Month. The celebration is further reinforced by Civil Service Commission Memorandum Circular No. 13, s. 2019, which encourages all government agencies to integrate ASEAN-related activities into their weekly Flag Raising Ceremonies throughout August.

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DepEd Leads the 2026 ASEAN Month Celebration

For 2026, the Department of Education, through its External Partnerships Service – International Cooperation Office (EPS-ICO), is spearheading the nationwide observance.

The celebration aligns with the Philippines' role as ASEAN Chair for 2026, emphasizing stronger regional collaboration through the official chairmanship theme:

"Navigating Our Future, Together."

The theme reflects ASEAN's commitment to:

• regional unity;
• shared responsibility;
• sustainable development;
• inclusive growth;
• stronger partnerships;
• addressing future regional challenges together.

Through schools and educational institutions, DepEd aims to help learners better appreciate ASEAN's history, cultural diversity, languages, traditions, and collective aspirations.

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Official Activities for Schools During ASEAN Month 2026

DepEd requests all Regional Offices, Schools Division Offices, and public schools to participate in several official activities throughout August.

1. Singing the ASEAN Anthem Every Monday

One of the primary activities is the inclusion of the official ASEAN anthem, "The ASEAN Way," during all Monday Flag Raising Ceremonies throughout August 2026.

This initiative reinforces ASEAN identity while familiarizing learners and government employees with the regional anthem that symbolizes unity among Southeast Asian nations.

Schools are encouraged to ensure that the anthem becomes part of every Monday's ceremony during the month-long celebration.

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2. Special Kick-Off Ceremony on August 3, 2026

DepEd also instructed all participating offices and schools to join the simultaneous ASEAN Month Kick-Off Flag Raising Ceremony held on August 3, 2026.

During the event, participants were requested to play the official Philippine ASEAN 2026 Chairship Theme Song, titled:

"One Vision, One Ocean."

The song symbolizes the Philippines' commitment to regional cooperation and reflects this year's ASEAN Chairmanship vision of working together toward a stronger future.

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3. Photo Documentation and Submission

To showcase nationwide participation, all Regional Offices are requested to submit high-resolution photographs documenting their ASEAN Month Flag Raising Ceremony activities.

Selected photos will be featured on the official DepEd Philippines Facebook Page, highlighting the collective efforts of schools and education offices across the country in promoting ASEAN awareness.

Proper documentation also helps demonstrate active participation in this important national observance.

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4. Advocacy Through Official Communications

DepEd further encourages Regional Offices and Schools Division Offices to help amplify ASEAN Month advocacy by sharing official promotional materials released through the DepEd Philippines Facebook Page.

Cross-posting official educational materials allows schools, teachers, students, and communities to stay informed about ASEAN-related activities while encouraging wider public engagement.

This coordinated communication effort supports DepEd's goal of increasing awareness of ASEAN among Filipino learners and the general public.

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Why ASEAN Education Matters

ASEAN is more than a political or economic organization.

For students, understanding ASEAN develops a broader appreciation of neighboring countries and prepares future generations for increased regional cooperation.

ASEAN education encourages learners to appreciate:

• cultural diversity;
• multilingual communication;
• shared regional history;
• mutual respect among nations;
• economic cooperation;
• environmental sustainability;
• peace-building;
• global citizenship.

As Southeast Asia becomes increasingly interconnected, knowledge of ASEAN equips students with valuable perspectives that extend beyond the classroom.

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The Philippines' Role as ASEAN Chair in 2026

The Philippines' ASEAN Chairmanship places the country at the center of regional discussions and collaborative initiatives throughout 2026.

Under the banner "Navigating Our Future, Together," the country aims to strengthen partnerships among member states while addressing emerging regional priorities such as:

• digital transformation;
• education cooperation;
• sustainable development;
• climate resilience;
• economic recovery;
• maritime collaboration;
• youth engagement.

Educational institutions play a crucial role in introducing these regional goals to learners through classroom discussions, school activities, and ASEAN Month observances.

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Funding Support for Eligible Regional Offices

DepEd also announced that the International Cooperation Office will continue providing funding assistance to eligible Regional Offices for ASEAN Month activities and other ASEAN awareness initiatives.

These funds are intended solely for approved ASEAN-related programs.

Eligible Regional Offices are likewise expected to submit utilization reports within the first quarter of 2027, with detailed implementation guidelines to be released through official DepEd communication channels.

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Building Regional Awareness Through Education

The annual ASEAN Month celebration serves as more than a ceremonial observance.

It is an educational initiative that introduces learners to the importance of international cooperation while strengthening appreciation for Southeast Asia's rich cultural heritage.

Through the regular singing of the ASEAN anthem, participation in official ceremonies, classroom discussions, advocacy campaigns, and community engagement, schools become active contributors to promoting ASEAN values among future generations.

As the Philippines leads ASEAN in 2026, DepEd's month-long celebration reinforces the country's commitment to regional unity, collaboration, and shared progress—helping learners understand that the future of Southeast Asia is built through cooperation, mutual respect, and a common vision for development.

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Conclusion

The Department of Education's reminder for the 2026 ASEAN Month Celebration underscores the vital role schools play in fostering regional awareness and unity. Throughout August, learners, educators, and government employees are encouraged to participate in activities that celebrate ASEAN's shared history, diverse cultures, and collective aspirations.

With the Philippines serving as ASEAN Chair in 2026 under the theme "Navigating Our Future, Together," this year's observance offers a meaningful opportunity to strengthen appreciation for regional cooperation while inspiring the next generation to become active contributors to a more connected and resilient Southeast Asia.

DepEd Commends PNP for Swift Action Against School Threat Hoaxes, Reinforces Campus Safety Measures

The Department of Education (DepEd) has praised the Philippine National Police (PNP) for its swift response in identifying and arresting individuals responsible for spreading false online threats targeting schools. Education Secretary Sonny Angara emphasized that fake bomb threats, school violence hoaxes, and misleading online posts are serious offenses that carry both criminal and administrative consequences.

The statement comes as authorities continue to intensify efforts to keep schools safe while ensuring that learners, teachers, and school personnel can focus on education without unnecessary disruptions caused by malicious online activities.

PNP Acts Quickly Against School Threat Hoaxes

Education Secretary Sonny Angara commended the Philippine National Police for its prompt operations that led to the arrest of several individuals allegedly involved in spreading fabricated threats against educational institutions.

According to the Department of Education, these actions support the government's broader commitment to maintaining a secure learning environment across the country.

Secretary Angara also reiterated that protecting schools requires the cooperation of law enforcement agencies, local government units, school administrators, parents, teachers, and community members.

He stressed that ensuring the safety of students is a shared responsibility and that everyone plays a vital role in preventing unnecessary fear and disruption within educational institutions.

False Online Threats Disrupt Learning

The Education Secretary emphasized that schools should never become victims of false alarms intended as jokes or pranks.

He noted that fabricated bomb threats and violent online posts can interrupt classes, create panic among students and parents, divert emergency resources, and affect the overall learning environment.

Authorities reminded the public that even posts made "for fun" or to suspend classes may result in criminal investigations and administrative sanctions.

Responsible use of social media, especially among young people, remains a key component of maintaining safe school communities.

Several Police Operations Result in Arrests

Recent police operations across multiple provinces resulted in criminal charges against individuals linked to various school threat incidents.

In Magalang, Pampanga, seven 15-year-old students were presented before the Office of the Provincial Prosecutor for inquest proceedings after allegedly posting threats on social media involving Tinajero National High School Annex.

Meanwhile, authorities in Jaen, Nueva Ecija arrested an 18-year-old suspect accused of spreading online bomb threats targeting several public and private schools in San Ildefonso, Bulacan.

Another 18-year-old student was likewise apprehended after reportedly admitting to posting a fabricated threat intended solely to suspend classes at San Felipe Integrated School in Nueva Ecija.

In Tanza, Cavite, law enforcement authorities also implemented a warrant to search, seize, and examine computer data involving another school threat investigation. During the operation, investigators recovered 16 digital devices for forensic examination in connection with alleged violations of Article 282 (Grave Threats) of the Revised Penal Code and Republic Act No. 10175, also known as the Cybercrime Prevention Act of 2012.

These coordinated operations demonstrate the government's increasing capability to investigate digital threats and identify individuals responsible for online offenses.

Criminal and Administrative Penalties Explained

The Department of Education reminded the public that fake bomb threats and similar online activities may violate multiple Philippine laws.

Among these are:

• Presidential Decree No. 1727 or the Anti-Bomb Joke Law
• Republic Act No. 10175 or the Cybercrime Prevention Act of 2012
• Article 282 (Grave Threats) of the Revised Penal Code, when applicable

Beyond criminal liability, students may also face disciplinary measures under DepEd policies governing learner conduct.

The department emphasized that these administrative actions are intended not only to impose accountability but also to protect school communities from recurring safety risks.

DepEd Order No. 006, s. 2026 Strengthens School Safety

DepEd highlighted the implementation of DepEd Order No. 006, s. 2026, also known as the Guidelines on Ensuring a Safe and Motivating Learning Environment (ESMLE).

Under the policy, bomb threats and bomb jokes are classified as third-level offenses because of the significant danger they pose to school operations and student safety.

For a first offense, disciplinary measures include:

• Non-readmission
• Referral to appropriate government interventions

A second offense may result in:

• Exclusion from the school
• Referral to concerned agencies
• Appropriate intervention programs

Meanwhile, the spread of fake news or false reports that cause panic is considered a first-level offense, carrying sanctions such as:

• Written reprimand
• Formal conference with parents or guardians
• Other administrative interventions deemed appropriate by school authorities

DepEd noted that these measures are designed to balance accountability with intervention, particularly for learners.

Active Human-Induced Threats Protocol Continues

Aside from disciplinary measures, the Department of Education continues strengthening its Active Human-induced Threats Protocol to improve school preparedness during emergencies.

The protocol supports schools through emergency planning, coordination with law enforcement agencies, safety drills, communication procedures, and immediate response mechanisms whenever security concerns arise.

Officials said these initiatives aim to ensure that learning continues safely even during unexpected incidents.

Parents and Communities Play a Vital Role

The Department of Education called on parents, teachers, school officials, and the general public to help promote responsible internet use among young people.

Parents are encouraged to monitor children's online activities, discuss the consequences of posting false information, and immediately report suspicious online behavior or credible threats to school officials or emergency authorities.

Prompt reporting allows law enforcement agencies to verify information quickly while minimizing unnecessary panic within school communities.

Keeping Schools Safe Is Everyone's Responsibility

School safety extends beyond classrooms and security personnel. It requires continuous cooperation among families, educators, law enforcement agencies, local governments, and students themselves.

As online platforms become increasingly integrated into everyday communication, responsible digital citizenship becomes equally important in protecting educational environments.

DepEd's latest reminder reinforces that false threats are never harmless jokes. Instead, they consume valuable emergency resources, interrupt education, and may expose perpetrators to significant legal and administrative consequences.

By working together and encouraging responsible online behavior, communities can help maintain safe, peaceful, and productive schools for every learner.