Philippines Is Now One of the Fastest Improving Countries in the World in PISA Reading

On September 8, 2026, the OECD released the much-awaited Programme for International Student Assessment results for 2025, and one headline stood out across global education circles: the Philippines is now one of the fastest-improving countries in the world in PISA Reading.

For a country that ranked last in reading when it first joined PISA in 2018, this is a remarkable turnaround. The latest data shows Filipino 15-year-olds posting their highest scores ever in reading, mathematics, and science, officially climbing out of the bottom 10 for the first time.

For US-based readers—especially educators, policymakers, and Filipino-American families who follow education trends both in America and back home—this story matters. It is a real-world case study on how to reverse learning loss after the pandemic, offering practical lessons that American schools are still struggling to implement.

What Is PISA and Why It Matters Beyond Rankings

PISA is not a typical standardized test. Run by the Organisation for Economic Co-operation and Development (OECD), it tests 15-year-olds across 90 countries on how well they can apply what they learned in reading, math, and science to real-life situations.

Unlike tests that reward rote memorization, PISA measures critical thinking, problem-solving, and the ability to evaluate information. That is why it is considered the gold standard for comparing global education systems.

In PISA 2025, the overall OECD average dropped to its lowest level ever recorded: 482 in science, 463 in mathematics, and 461 in reading. The global decline was linked to pandemic learning loss, classroom distractions, and uneven technology integration. In that context, any country demonstrating significant improvement deserves attention.

The Latest PISA 2025 Results for the Philippines

The Department of Education (DepEd) presented the official results at Caloocan City Science High School, led by Education Secretary Sonny Angara.

Mean Scores & Score Changes (vs. 2022)

• Reading: 367 points (+20 points)

• Mathematics: 371 points (+16 points)

• Science: 373 points (+17 points)

According to DepEd, these are the highest scores the Philippines has ever recorded since joining PISA in 2018.

Global Standings (Out of Participating Countries)

• Reading: 72nd out of 90

• Mathematics: 74th out of 90

• Science: 77th out of 91

In 2018, the Philippines ranked last in reading and second-to-last in both math and science. In 2022, it remained within the bottom 10. For the first time in 2025, the country has moved out of that bottom tier. The OECD specifically recognized the Philippines as the fastest-improving country in reading performance among all countries with comparable data.

Around 8,000 Filipino students from 208 schools nationwide participated in the computer-based assessment. Most represented regular public schools, along with a selection of science high schools and private institutions. A new domain was also tested this year—computational problem solving—which measures how students use modeling, data analysis, and debugging to solve complex problems. The Philippines scored 434, establishing a baseline for future growth below the OECD average of 500.

Behind the 20-Point Jump: What Actually Worked

In educational research, a 20-point gain on PISA is roughly equivalent to an extra half-year of formal schooling. DepEd achieved this through targeted administrative and instructional changes:

• Reduced Administrative Workload: By cutting non-teaching paperwork, DepEd allowed teachers more direct instructional time and opportunity to conduct remediation classes.

• Targeted Remediation (ARAL Program): The country launched the Academic Recovery and Accessible Learning (ARAL) Program, a national tutoring initiative focused on core reading skills.

• Bridging the Digital Divide: DepEd equipped participating public schools with computing hardware and partnered with private organizations to provide digital, PISA-style practice tests prior to evaluation.

• Prioritizing Student Well-Being: DepEd partnered with local government units and parents to reduce test-taking anxiety and support psychological readiness during testing cycles.

For American schools managing chronic absenteeism and academic recovery, these targeted, low-cost strategies offer clear blueprints for fundamental improvement.

The Reality Check: 64 Percent Are Still Left Behind

Despite these positive developments, DepEd emphasized that these findings must serve as a foundational starting point rather than a final victory:

• Persistent Baseline Gaps: The OECD reports that 64% of Filipino students remain low performers across all three core subjects, scoring below Level 2 (the recognized baseline proficiency required to function fully in a modern society).

• Early Grade Literacy: DepEd’s internal assessments show that roughly half of students in Grades 1 through 3 are not yet proficient in reading.

• Funding Vulnerabilities: The proposed 2027 budget currently allocates zero funding for the continuation of the ARAL Program, posing a risk to long-term gains.

What This Means for US-Based Families and Educators

For the over four million Filipino-Americans, progress in the Philippine education system represents vital context regarding their heritage and the resilience of students back home.

For American educators working in high-need or diverse school districts, the Philippine experience demonstrates that students from socioeconomically disadvantaged backgrounds can accelerate progress when provided direct support, targeted remediation, and teachers freed from unnecessary administrative burdens.

It also highlights that intentional focus on core academic skills yields better outcomes than unguided technology deployment. As noted by the OECD, technological tools strengthen learning only when implemented purposefully alongside structured instruction.

Conclusion: Momentum Over Ranking

The global top performers list remains led by Singapore and the Chinese jurisdictions of Beijing, Shanghai, Jiangsu, and Zhejiang, followed by Estonia, Japan, South Korea, Macau, Chinese Taipei, and the United Kingdom.

However, education reform relies on trajectory rather than static rankings. Moving from the bottom rank in reading in 2018 to being recognized as the fastest-improving nation in 2025 demonstrates significant structural momentum.

"What you have achieved in this latest round of OECD's PISA assessment is not just good news for the Philippines, it's a story that deserves to be noticed far beyond your borders." — Andreas Schleicher, OECD Director for Education and Skills

DepEd Warns School Communities About Leptospirosis Risk Amid Flooding and Heavy Rains

The Department of Education (DepEd) is reminding learners, teachers, non-teaching personnel, parents, guardians, and school communities to take extra precautions against leptospirosis, particularly in areas affected by heavy rains and flooding.

The warning comes as the country continues to monitor leptospirosis cases following widespread flooding and persistent rains associated with the southwest monsoon, or Habagat, and tropical cyclones.

The latest available national update from the Department of Health (DOH), reported on September 4, 2026, placed the country's leptospirosis total at 6,253 cases. DOH said it is closely monitoring several regions where cases have been increasing, including Davao Region, Northern Mindanao, National Capital Region, Ilocos Region, Central Luzon, and CALABARZON.

For schools, the message is straightforward: avoid unnecessary contact with floodwater and seek medical advice promptly after significant exposure.

Why Leptospirosis Becomes a Concern After Flooding

Leptospirosis is a bacterial infection caused by bacteria belonging to the Leptospira group. The bacteria can be carried by infected animals, particularly rats and other rodents, and may contaminate water, soil, mud, and other surfaces through urine and body fluids.

Flooding can spread contaminated material over roads, yards, school grounds, and other areas where people normally walk or work.

A person may become infected after direct or indirect contact with contaminated water or soil. Wading, swimming, playing, or walking through floodwater can therefore create a potential exposure.

Having a visible wound may increase the risk, but the absence of an obvious cut does not necessarily mean that exposure is harmless. Contaminated water may come into contact with the eyes, nose, mouth, or other mucous membranes.

This is particularly important for children and school personnel who may need to travel through flooded areas or return to schools after floodwaters have receded.

What Learners, Parents, Teachers, and School Personnel Should Do

The most effective protection begins with avoiding unnecessary exposure.

Learners should not swim, play, wade, or walk through floodwater when another safe route is available. Parents and guardians are also encouraged to keep children away from flooded areas around homes, roads, and school premises.

If exposure cannot be avoided because of an emergency or necessary cleanup activity, appropriate protection should be used.

Protective boots and gloves can help reduce contact with contaminated water and soil. Cuts, wounds, and other breaks in the skin should be covered with waterproof dressings.

Anyone who accidentally comes into contact with floodwater should wash exposed skin thoroughly with clean water and soap as soon as possible.

These precautions are especially important during the days and weeks following flooding because symptoms of leptospirosis may not appear immediately.

Keep School Grounds Clean and Safe

Preventing leptospirosis is not only about individual protection. Maintaining a clean school environment is also an important part of reducing potential exposure.

Schools should properly dispose of garbage and food waste and keep classrooms, canteens, storage rooms, and other facilities clean.

Materials that could provide food or shelter for rodents should be removed whenever possible. Schools should also address stagnant water and drainage problems when conditions allow.

Rodent-control and environmental sanitation activities should be coordinated with the appropriate local government unit (LGU) and health authorities.

Before students and personnel return to flooded portions of school grounds, affected areas should be appropriately cleaned and assessed for safety.

Symptoms of Leptospirosis to Watch For

People who have been exposed to floodwater or potentially contaminated soil should monitor themselves for possible symptoms.

Common symptoms may include:

• Fever
• Headache
• Muscle pain
• Calf muscle pain
• Reddish or irritated eyes

More serious illness may involve organs such as the liver, kidneys, or brain.

Warning signs may include yellowish skin or eyes, dark-colored urine, unusually light-colored stools, decreased urine output, or severe headache.

Symptoms may develop several days after exposure. The timing can vary from person to person, which is why people should not ignore symptoms simply because they initially felt well after coming into contact with floodwater.

Seek Medical Advice After Significant Floodwater Exposure

DepEd advises learners and personnel who have waded, swum, or otherwise experienced significant exposure to floodwater or potentially contaminated water or soil to promptly consult a health facility, Rural Health Unit, or City/Municipal Health Office.

Medical professionals can assess the nature of the exposure and determine whether post-exposure prophylaxis is appropriate under prevailing health guidelines.

Importantly, antibiotics should not be self-administered.

Medication used for post-exposure prophylaxis should be taken only upon the advice or prescription of an appropriately qualified health professional. The decision may depend on factors such as age, pregnancy status, medical history, contraindications, and the type and extent of exposure.

DOH has also emphasized the availability of health services and preparedness measures as cases continue to be monitored. In August, the department expanded hospital bed capacity and strengthened referral arrangements as hospitals prepared for additional patients following flooding.

What School Heads and School Health Personnel Need to Do

School heads and school health personnel have an important role in protecting the school community.

Their responsibilities include strengthening health education and information campaigns about leptospirosis, monitoring learners and personnel who may have been exposed to floodwater, and facilitating prompt referral of symptomatic individuals to appropriate health facilities.

Schools should also maintain proper records and report suspected or confirmed cases through the prescribed DepEd monitoring and reporting mechanisms.

DepEd's school health reporting system includes an automated Dengue and Leptospirosis Case Monitoring and Reporting Tool for schools, Schools Division Offices, Regional Offices, and the Central Office.

Reported leptospirosis cases should be encoded in the prescribed system within 24 hours from receipt of information about a case. Deaths, unusual increases, or clusters of suspected or confirmed cases should be reported immediately through the appropriate channels and coordinated with local health authorities.

The DepEd reporting process does not replace the mandatory disease notification and surveillance requirements of the DOH under applicable laws and regulations.

Why Schools Need Extra Vigilance During the Rainy Season

The recent increase in leptospirosis cases highlights why school communities need to remain alert even after floodwaters have disappeared.

The DOH reported 5,486 cases from January 4 to August 26, 2026, before the national figure subsequently rose to 6,253 cases in the latest September 4 update. Although the 2026 cumulative total remained below the comparable figure from 2025 at the time of the August report, health authorities continued to prepare for additional cases because of the delay between exposure and the appearance of symptoms.

The situation means that schools should not consider the risk over simply because rain has stopped or floodwater has receded.

Cleaning, sanitation, health monitoring, and timely medical consultation remain important.

Simple Reminder for Every School Community

The best response to leptospirosis is prevention and early action.

Avoid floodwater whenever possible. Protect exposed skin when contact cannot be avoided. Wash thoroughly after exposure. Keep school surroundings clean. Watch for symptoms. And seek medical advice promptly when significant exposure or concerning symptoms occur.

Parents and guardians can also help by reminding children never to play in floodwater, even when it looks shallow or harmless.

Teachers and school personnel can reinforce these reminders through classroom discussions, school announcements, health education activities, and coordination with local health authorities.

As the country continues to experience periods of heavy rain and flooding, cooperation among schools, families, local governments, and health authorities remains essential.

DepEd's reminder is ultimately about keeping schools safe and helping communities recognize a potentially serious health risk before it becomes a larger problem.

For official health guidance and current local recommendations, school communities should coordinate with their local health offices and follow the latest advisories from the Department of Health and Department of Education.

Official DepEd Health Resources

DepEd's school health resources and awareness materials can be accessed through its School Health Division resource portal:

DepEd School Health Resources

For school case monitoring and reporting, DepEd has also provided its automated Dengue and Leptospirosis Case Monitoring and Reporting Tool:

DepEd Dengue and Leptospirosis Case Monitoring and Reporting Tool

For questions and clarifications, the DepEd Bureau of Learner Support Services–School Health Division may be contacted through blss.shd@deped.gov.ph.

Important: This article is for public information and health awareness. It does not replace medical consultation, diagnosis, or treatment from a qualified health professional.

Pag-IBIG Super Sale 2.0 Is Back: Get Up to 30% Discount on Acquired Assets Until December 2026

If you have been waiting for an opportunity to buy a house, condominium, or other real estate property at a potentially more affordable price, Pag-IBIG Fund's Super Sale 2.0 is back.

The special sale officially started on September 1, 2026, giving interested buyers another opportunity to bid on Pag-IBIG acquired assets with discounts that can increase depending on the auction round.

Under the announced Super Sale 2.0 schedule, properties may be offered with a 10% discount during the first auction, 20% during the second auction, and 30% during the third auction. The promotion is scheduled to run until December 31, 2026.

For buyers who have been monitoring Pag-IBIG foreclosed properties, this could be a good time to check the online listings regularly and compare available properties before submitting a bid.

What Is Pag-IBIG Super Sale 2.0?

Pag-IBIG Fund regularly disposes of acquired assets, including properties that came into its possession after borrowers were unable to meet their loan obligations.

These acquired assets can include residential houses, vacant lots, condominium units, and other types of real estate.

The Pag-IBIG Acquired Assets Super Sale 2.0 is a special promotional campaign designed to offer participating buyers discounted opportunities on qualified properties.

The campaign's second installment, known as Super Sale 2.0, began on September 1, 2026.

Instead of waiting for properties to remain available through ordinary sale channels, interested buyers can monitor the scheduled online auctions and submit their offers through Pag-IBIG's online platform.

How the Super Sale 2.0 Discounts Work

One of the biggest attractions of the promotion is the increasing discount depending on the auction round.

According to the announced Super Sale 2.0 mechanics, the discount schedule is:

First Auction – 10% Discount

Properties included in the first auction may be offered with a 10% discount. The discount applies for buyers choosing cash, short-term installment, or long-term installment payment options, subject to the applicable Pag-IBIG terms and conditions.

Second Auction – 20% Discount

Properties that proceed to the second auction may be offered with a 20% discount under the Super Sale 2.0 promotion.

This can make properties particularly interesting to buyers who are willing to monitor the listings and wait for the next auction round.

Third Auction – 30% Discount

The third auction offers the biggest advertised discount under Super Sale 2.0, reaching 30%.

However, waiting for a larger discount also involves a trade-off. A property may attract another buyer before reaching the third auction, meaning there is no guarantee that a particular property will remain available.

This is why buyers should compare the property's location, condition, price, and potential costs rather than focusing only on the discount percentage.

Why Buyers Are Watching Pag-IBIG Acquired Assets

Foreclosed and acquired properties can attract buyers because they may provide an alternative to purchasing a property through the traditional real estate market.

For some families, an acquired property may offer a chance to find a house or lot at a price that fits their budget more comfortably.

For investors, meanwhile, acquired assets may be worth examining as potential long-term investments.

But a discounted price does not automatically mean that a property is a bargain.

Buyers should still conduct their own due diligence before placing a bid.

This includes checking the property's location, physical condition, title information, occupancy status, taxes and dues, neighborhood, accessibility, and other expenses that may affect the actual cost of acquiring the property.

New Properties Are Added to the Auction Listings

Another reason to keep checking the Pag-IBIG online auction platform is that the available properties can change regularly.

Current September 2026 listings show properties scheduled for second public auctions in different parts of the Philippines, including areas in Cavite, Batangas, Cebu, Iloilo, Laguna, Davao, and other locations.

This means buyers should not assume that the list they saw previously is the complete list of properties available throughout the promotion.

Checking the official online listings regularly can help buyers identify newly posted properties and upcoming auction schedules.

Do You Need a Pag-IBIG Buyer ID?

Interested participants who want to join the online bidding process need to have a Buyer ID.

If you do not have one yet, Pag-IBIG provides an online process for creating a Buyer ID and completing the requirements needed to participate.

Once you have your Buyer ID, you can monitor the available properties and participate in eligible online bidding activities.

Before submitting a bid, make sure that your account and requirements are complete and that you understand the applicable bidding rules.

How to Bid on Pag-IBIG Acquired Assets Online

The online bidding process gives interested buyers a convenient way to participate without relying entirely on traditional in-person transactions.

Start by checking the available acquired-asset listings and identifying properties that fit your budget and requirements.

Next, carefully review the information provided for the property.

Pay close attention to the auction schedule, minimum bid, property location, lot and floor area, occupancy status, and other remarks.

After deciding which property you want to pursue, follow the instructions on the official Pag-IBIG online auction platform and submit your bid within the specified period.

Do not wait until the final minute to complete the process. Online systems, requirements, and bidding schedules may have specific deadlines.

Important Things to Check Before You Bid

A discount should never be the only reason for purchasing an acquired property.

Before making a bid, consider visiting or inspecting the property whenever possible.

Check its actual condition and surroundings. A property that appears inexpensive online may require repairs, renovations, clearing, or other expenses.

Also consider whether the property is occupied. Occupancy can affect how quickly a buyer may be able to use or take possession of the property.

It is equally important to review the property's documentation and understand which expenses may be the responsibility of the winning bidder.

Buyers should also calculate the total expected cost instead of looking only at the advertised price.

Super Sale 2.0 Runs Until December 31, 2026

The Pag-IBIG Super Sale 2.0 campaign is scheduled to continue until December 31, 2026.

That gives interested buyers several months to monitor the listings, compare properties, prepare their requirements, and decide whether an auction opportunity fits their financial plans.

However, buyers should remember that individual properties may have different auction schedules and availability.

A property you are watching today may not necessarily be available in a later auction.

Where to Check the Pag-IBIG Online Auction

Interested buyers should use the official Pag-IBIG online auction platform for the latest available properties, auction schedules, bidding instructions, and account requirements.

You can access the online public auction platform here:

www.pagibigfundservices.com/OnlinePublicAuction

If you still need to create a Buyer ID, check the official Pag-IBIG buyer requirements page before attempting to participate.

The Super Sale 2.0 promotion could provide an interesting opportunity for people looking for acquired properties at discounted prices, but every property should still be evaluated carefully.

With the promotion continuing through December 31, 2026, checking the listings regularly may help buyers discover a property that matches their budget, preferred location, and long-term plans.

Important reminder: Discounts, property availability, auction schedules, payment options, and bidding requirements may vary. Always verify the latest information directly through Pag-IBIG Fund's official online platforms before submitting a bid or making any payment.

DBM Releases P8.68 Billion for Salary Upgrades of Over 93,000 Public School Teachers

More than 93,000 public school personnel are set to benefit from salary upgrades after the Department of Budget and Management (DBM) approved an additional P8.68 billion for the Department of Education (DepEd). The funding supports the continued implementation of the Expanded Career Progression (ECP) System and covers salary differentials for qualified personnel whose positions have already been reclassified.

The development marks another significant step in the government’s effort to strengthen career opportunities for public school teachers and recognize professional growth within the education sector.

According to the DBM, the additional funding will benefit 93,344 reclassified positions nationwide. The amount is intended to cover the salary differentials associated with approved position reclassifications under the ECP System.

P8.68 Billion Released for Reclassified DepEd Positions

The Department of Budget and Management has approved the release of P8.68 billion to DepEd for the continued implementation of the Expanded Career Progression System.

The funding is particularly important for public school personnel whose positions have already been reclassified and who have the required Notices of Organization, Staffing, and Compensation Action (NOSCA) and appointments.

In practical terms, the release provides the funding needed to support the difference between the previous compensation associated with a position and the salary corresponding to the newly reclassified position.

The DBM said the P8.68-billion release will cover implementation requirements for Fiscal Years 2025 and 2026. The funds will be charged against DepEd’s FY 2026 built-in Personnel Services lump-sum appropriations, following the funding strategy approved for the program.

For teachers and other qualified personnel who have completed the requirements for career advancement, the release represents an important financial component of the reclassification process.

More Than 93,000 Public School Personnel to Benefit

One of the most significant figures in the announcement is the 93,344 reclassified positions covered by the funding.

These positions are distributed across the country, making the development relevant to public school personnel in different regions and school divisions.

DBM Acting Secretary Kim Robert C. De Leon emphasized that career advancement should be accompanied by appropriate compensation.

The government’s position is straightforward: when educators advance professionally, their compensation should also reflect that advancement.

This is particularly relevant for teachers who continue to build their careers inside the classroom. Traditionally, professional advancement can sometimes be associated with moving away from direct teaching responsibilities. The ECP System is designed to create additional pathways that allow teachers to progress professionally while remaining connected to the teaching profession.

What Is the Expanded Career Progression System?

The Expanded Career Progression System is designed to provide public school teachers with broader opportunities for professional advancement and higher compensation.

The system recognizes that teachers can develop expertise, experience, leadership abilities, and specialized competencies while continuing to serve in the teaching profession.

The DBM and DepEd previously established the modified position classification and compensation scheme and career progression system for teachers and school heads through Joint Circular No. 2025-1. The framework introduced additional career opportunities, including new teaching positions and updated reclassification guidelines.

The broader objective is to make teaching a profession where educators can pursue long-term growth without necessarily having to leave classroom teaching simply to obtain career advancement.

For many public school teachers, this can be an important distinction. Career development is not only about receiving a higher salary. It can also involve recognition of experience, competence, professional accomplishments, and continued contribution to learners and schools.

Why the Salary Differential Matters

The phrase salary differential is important in understanding the latest announcement.

A reclassified position can carry a higher salary grade or compensation level than the employee’s previous position. However, the corresponding funding must be made available before the compensation associated with the approved reclassification can be fully implemented.

The newly released P8.68 billion is intended to address these implementation requirements for qualified personnel covered by the program.

This means the announcement is not simply about a new budget allocation for future positions. It is specifically connected to personnel with reclassified positions and the required documentation, including NOSCAs and appointments.

Teachers and other qualified personnel should therefore distinguish between the national release of funds and the actual processing of individual salary adjustments. The release establishes funding support, while the appropriate DepEd offices still need to process the corresponding requirements.

DBM Regional Offices to Facilitate Fund Releases

The DBM also outlined how the funding will move toward the regions.

Its Regional Offices will process and facilitate the corresponding fund releases to their respective DepEd Regional Offices. This mechanism is intended to help ensure that the necessary funding reaches the areas where qualified personnel are assigned.

For affected personnel, this means the next steps can involve administrative processing at the appropriate regional and local levels.

The national announcement is therefore an important milestone, but individual implementation may still depend on the completion and processing of the required personnel and compensation documents.

Bigger Funding Proposed for Teachers’ Career Advancement in 2027

The latest announcement also comes with a broader development for the education sector.

Under the proposed FY 2027 National Budget, the government has allocated P12.09 billion for the Expanded Career Progression System for public school teachers.

That amount is P5.94 billion, or 96.6 percent, higher than the FY 2026 funding, according to DBM. The proposed allocation is intended to support continued teacher reclassification and career advancement.

It is important to note that the FY 2027 amount is part of the proposed National Budget and should not be treated as a final appropriation until the budget process is completed.

Nevertheless, the proposed increase signals that teacher career progression remains a significant component of the government’s education spending priorities.

DBM has also identified education as a major priority in the proposed FY 2027 budget, with substantial resources directed toward teachers, students, and access to education.

What This Means for Public School Teachers

For teachers and other qualified public school personnel, the latest DBM announcement provides several important takeaways.

First, P8.68 billion has been released to DepEd to support salary differentials connected to qualified reclassified positions.

Second, 93,344 reclassified positions are covered by the funding.

Third, the release covers implementation requirements for FY 2025 and FY 2026 involving personnel with the necessary NOSCAs and appointments.

Finally, the government is proposing a much larger P12.09-billion allocation for the ECP System in FY 2027, potentially providing additional support for continued career advancement.

Teachers should also remember that a national funding announcement does not automatically mean that every teacher will receive the same salary increase or that all personnel are automatically covered. Eligibility depends on the applicable reclassification, appointment, documentation, and implementation requirements.

A Continuing Investment in the Teaching Profession

The release of P8.68 billion reflects a broader effort to strengthen the teaching profession through structured career advancement.

For a public school teacher, professional growth can involve years of classroom experience, training, additional responsibilities, demonstrated competencies, and continued service to learners. A career progression system seeks to ensure that these efforts have meaningful opportunities for recognition.

The proposed increase in ECP funding for 2027 further suggests that teacher career development will remain an important part of education policy and budget planning.

As the latest funding moves through the regional implementation process, affected public school personnel will be watching for the corresponding administrative actions and salary adjustments connected to their reclassified positions.

For now, the key figures are clear: P8.68 billion released, 93,344 reclassified positions covered, and P12.09 billion proposed for the ECP System in FY 2027.

The development represents another step toward building a public education system where teachers can pursue professional advancement while continuing to make a difference inside the classroom.

DepEd Active Attack Safety Drill 2026: Official Google Drive Materials and Video Teachers Should Watch

The Department of Education (DepEd) is preparing schools nationwide for the National Simultaneous School Safety Drill for Active Attack Incidents on September 3, 2026, and teachers, school heads, and other school personnel are being encouraged to review the official preparation materials before the scheduled activity.

The nationwide drill was originally scheduled for August 25 but was postponed to September 3 because of prevailing weather conditions and the cancellation of face-to-face classes in several areas. DepEd has since confirmed that the nationwide activity will push through on Thursday, September 3, 2026, at 9:00 a.m.

As part of the preparation, schools have access to materials concerning the School Contingency Plan for Active Attack Incidents, as well as an online video resource that teachers and school personnel can review before the drill.

Two Important DepEd Resources for the September 3 Safety Drill

For schools preparing for the nationwide exercise, two online resources are particularly useful.

1. DepEd School Contingency Plan Resource Folder

The Google Drive folder provided for the School Contingency Plan for Active Attack Incidents can be accessed here:

Open the DepEd School Contingency Plan Google Drive Folder

The folder can serve as a reference for school heads, teachers, DRRM coordinators, and other personnel as they prepare and review their school's localized contingency arrangements.

Schools should use the applicable materials together with their own approved and contextualized School Contingency Plan.

2. DepEd Active Threat Video

The video resource provided for the preparation is available on YouTube:

Watch the DepEd Active Threat Video

Teachers and school personnel can access the video before conducting their orientations and preparations for the September 3 drill.

Because the actual implementation must be based on each school's localized contingency plan, watching the video should be considered part of a broader preparation process rather than a substitute for school-level planning.

Why Teachers Should Review These Resources Before the Drill

The September 3 activity is designed to prepare education stakeholders—including learners, teachers, non-teaching personnel, school administrators, and partner responders—for appropriate safety and coordination procedures during an active attack or active shooting incident.

A DepEd division memorandum describing the nationwide exercise says the activity is intended to immerse education stakeholders in safety and coordination protocols for active attack or active shooting situations in schools.

This means preparation should happen before the actual alarm or drill begins.

Teachers should understand their responsibilities, know their school's procedures, and be prepared to explain the activity to learners in a calm and age-appropriate manner.

The School Contingency Plan Is the Foundation of the Drill

The School Contingency Plan for Incidents Involving Active Shooters is intended to provide schools with a framework for responding to armed threats within school premises or nearby areas.

The plan covers more than classroom lockdown.

It addresses areas such as preparedness, activation of the school's Incident Management Team, lockout and lockdown procedures, emergency communication, coordination with law enforcement, evacuation, post-incident recovery, psychosocial support, family reunification, and learning continuity.

Schools are expected to contextualize the plan according to their own setting, resources, learner population, physical facilities, local risks, and existing coordination arrangements.

This is particularly important because schools differ significantly in their campus layouts and surrounding environments.

Teachers Should Know Their School's Localized Procedures

Watching the video and reviewing the available materials are only the beginning.

Teachers should also review their school's own localized procedures.

Before the drill, teachers should know:

• The school's designated emergency signal
• Classroom lockdown procedures
• Designated safe areas
• Primary and secondary evacuation routes
• Assembly areas
• Learner accounting procedures
• Emergency communication procedures
• Family reunification arrangements
• Their specific responsibilities during the drill
• Who to contact when an emergency occurs

The objective is to make sure teachers are not learning their responsibilities for the first time when the drill begins.

The Drill Is Not Supposed to Frighten Students

DepEd has emphasized that the safety drill must follow child-centered, age-appropriate, trauma-informed, and “Do No Harm” principles.

The department has specifically reminded schools to avoid hyper-realistic or graphic simulations that could cause unnecessary fear or distress.

Schools should therefore avoid turning the exercise into a dramatic reenactment of an actual attack.

The purpose is preparedness.

Learners should understand what they are expected to do without being made to believe that an actual attacker is present.

What Schools Should Not Use During the Drill

The safety drill guidelines prohibit fear-inducing elements.

Schools should not use:

• Active aggressor role-playing
• Imitation firearms
• Bladed or blunt weapons
• Simulated casualties
• Simulated gunfire
• Loud pyrotechnics
• Graphic or frightening scenarios

This is especially important because students have different developmental levels and personal experiences.

A drill that is intended to teach safety should not create unnecessary trauma.

Parents and Guardians Also Have a Role

Preparation should include parents and guardians.

DepEd's guidance calls for advance notice to learners, parents, guardians, and school personnel so that the activity does not become an unexpected or surprise event.

Parents should understand the purpose, nature, sequence, and safeguards of the drill.

They should also have an opportunity to inform the school about circumstances that could make participation distressing or require reasonable accommodation.

Learners who need additional safeguards should not simply be required to participate in the same activity as everyone else.

Schools should determine appropriate accommodations and provide safe alternative activities when necessary.

Classroom Orientation Should Come Before the Drill

Teachers can use the days leading up to September 3 to conduct simple classroom discussions.

The discussion should focus on practical questions.

For example:

What does our emergency signal mean?

Where should we go if we are told to evacuate?

Where is the safest area in our classroom?

What should we do if we are instructed to remain inside?

How will our teacher account for everyone?

Where will we go after the drill?

These questions can help learners understand the process without exposing them to frightening scenarios.

The Drill Tests the Whole School Safety System

It is important to understand that the September 3 exercise is not simply a classroom activity.

The nationwide drill is intended to test and strengthen the coordination of the entire school community.

That includes school administrators, teachers, learners, security personnel, emergency responders, local government units, health personnel, and other partners.

Schools should be able to determine whether their communication procedures work, whether personnel know their responsibilities, and whether learners can be accounted for.

Emergency Communication Must Be Reviewed

Communication is one of the most important elements of any emergency plan.

Schools should review their emergency contact numbers and communication procedures before the drill.

The school should know who is responsible for activating the emergency signal, contacting authorities, communicating with school leadership, and coordinating with parents or guardians when appropriate.

Schools are also expected to coordinate with relevant agencies, including the Philippine National Police, local government units, disaster risk reduction offices, health offices, social welfare offices, and other appropriate partners.

Family Reunification Is Part of Preparedness

Schools should also review their procedures for safely reuniting learners with parents or authorized guardians.

A well-organized reunification procedure helps prevent confusion after an emergency.

The school should have a designated location and a system for accounting for learners and releasing them to authorized individuals.

Parents should understand that the reunification process may involve following instructions from school personnel and authorities rather than immediately entering the school campus.

What Happens After the Drill?

The preparation does not end once the exercise is completed.

Schools are expected to conduct an after-action review to determine what worked and what needs improvement.

School leaders and the Incident Management Team should examine questions such as:

• Did teachers understand their responsibilities?
• Did learners understand the instructions?
• Did emergency communication work?
• Were all learners accounted for?
• Were evacuation routes clear?
• Did the procedures work as intended?
• Did anything create unnecessary fear or confusion?
• Were learners requiring additional support properly accommodated?
• What should be changed in the localized contingency plan?

The answers should be used to strengthen the school's preparedness.

Watch and Review the Resources Before September 3

For teachers and school personnel preparing for the nationwide drill, the two online resources provide useful starting points for preparation.

Official Google Drive Resource Folder:
School Contingency Plan for Active Attack Incidents

YouTube Video:
Watch the DepEd Active Threat Video

Schools should review the available materials, coordinate with their Schools Division Office and local partners as appropriate, and make sure their localized School Contingency Plan reflects the actual conditions of their campus.

September 3, 2026: Preparedness Without Fear

The upcoming National Simultaneous School Safety Drill is an opportunity for schools to strengthen emergency preparedness and identify gaps in their existing safety systems.

But preparedness should never mean frightening learners.

DepEd's current guidance emphasizes that the exercise should remain child-centered, age-appropriate, trauma-informed, and consistent with the “Do No Harm” principle. Current reports also confirm that the September 3 nationwide drill will proceed as scheduled.

For teachers, preparation means knowing the school's procedures and responsibilities.

For students, it means understanding what to do and following instructions calmly.

For parents, it means knowing what the school is practicing and how learner safety and reunification will be handled.

And for school leaders, it means ensuring that the contingency plan is not merely a document but a practical system that can protect the school community when it matters most.

The September 3 drill is therefore not simply about conducting an exercise.

It is about building a school community that is prepared, coordinated, informed, and committed to protecting both the physical safety and emotional well-being of every learner.

Official Resources at a Glance

School Contingency Plan Google Drive Folder:
Access the DepEd resource folder

Active Threat Video:
Watch the YouTube video

National Simultaneous School Safety Drill:
September 3, 2026 — 9:00 A.M.

DepEd National Simultaneous School Safety Drill Set for September 3, 2026: What Schools Need to Know

The Department of Education (DepEd) is set to conduct the National Simultaneous School Safety Drill for Active Attack Incidents on September 3, 2026, following the postponement of the activity originally scheduled for August 25.

The nationwide exercise is designed to strengthen school preparedness and help learners, teachers, school personnel, and partner agencies understand appropriate protective actions during an active threat situation.

However, the updated implementation places strong emphasis on an important principle: school safety drills must build preparedness without creating unnecessary fear or psychological distress among learners.

As of September 1, 2026, DepEd has reiterated that schools must follow child-centered, age-appropriate, trauma-informed, and “Do No Harm” principles when preparing for the September 3 activity.

Why DepEd Is Conducting the September 3, 2026 School Safety Drill

The safety drill is connected to DepEd's School Contingency Plan for Incidents Involving Active Shooters, issued on August 5, 2026.

The contingency plan directs public and private educational institutions to establish localized procedures for responding to armed threats occurring within or near school premises. It forms part of a broader school disaster risk reduction and management approach.

The plan covers preparedness, activation of the school's Incident Management Team, lockdown and lockout procedures, emergency communication, coordination with law enforcement, evacuation, family reunification, psychosocial support, recovery, and learning continuity.

DepEd has emphasized that the primary priority during an armed threat is the safety and well-being of learners and school personnel. Other school concerns, including regular instruction and protection of property, become secondary until competent authorities determine that normal operations can safely resume.

September 3 Drill Must Be Child-Centered and Trauma-Informed

One of the most important updates surrounding the rescheduled drill is the stronger emphasis on learner protection.

DepEd's latest guidance prohibits schools from using hyper-realistic or fear-inducing elements during the exercise. This means the drill should not involve active aggressor role-playing, imitation firearms, bladed or blunt weapons, simulated casualties, graphic scenes, simulated gunfire, or pyrotechnics.

Instead, schools are expected to focus on calm instruction and practical protective-action walkthroughs.

This approach recognizes that learners have different ages, experiences, developmental needs, and levels of emotional readiness. The purpose of the activity is to develop calm operational confidence and appropriate safety habits—not fear.

DepEd has also worked with medical and mental health professionals to strengthen safeguards surrounding the activity.

What Schools Should Do Before the Safety Drill

Preparation begins before September 3.

Schools are expected to conduct a readiness and risk assessment that considers their physical environment, access controls, classroom security, evacuation routes, safe areas, communication systems, and local emergency arrangements.

School heads should also ensure that teachers and personnel understand their assigned responsibilities before learners participate.

Schools are expected to coordinate with appropriate partners, including the Philippine National Police (PNP), local government units, disaster risk reduction offices, health and social welfare offices, and other relevant stakeholders.

Emergency contact numbers, school maps, evacuation routes, lockdown areas, reunification locations, and parent or guardian release procedures should also be reviewed and updated.

Most importantly, schools should determine whether their current conditions make it appropriate to proceed with the drill.

If a school has experienced a recent traumatic event or has circumstances that could make the activity harmful to learners, additional safeguards and appropriate alternatives should be considered.

Parents Must Be Informed Before Learners Participate

Advance communication is another major requirement.

Schools should notify learners, parents, guardians, and personnel several days before the activity. The purpose is to prevent surprise and allow families to understand what the drill will involve.

Parents or guardians should be informed about the nature, sequence, and safeguards of the activity.

Schools are also expected to secure informed written parental or guardian consent and, when developmentally appropriate, learner assent.

Parents should have an opportunity to identify health, developmental, psychosocial, sensory, or other circumstances that could make participation distressing or require reasonable accommodation.

A specific medical diagnosis should not be required simply for a learner to receive appropriate safeguards.

Learners who require additional protection should not be forced to participate in the school-wide activity. Schools should provide safe alternative activities without penalty or stigmatization.

What Learners Will Practice During the Drill

The classroom preparation should focus on understanding protective actions in a calm and age-appropriate manner.

Teachers can walk learners through basic questions such as: Where would we go if evacuation is necessary? Where is the safest area inside the classroom? How do we secure the room? What does the school's emergency signal mean? When should we remain in place, and when should we evacuate?

The drill's operational sequence includes three major phases.

Phase 1: Drill Initiation and Alarm

The school will use its designated emergency signal for an active threat scenario. The signal should be clearly different from alarms used for other emergencies, such as fires or earthquakes.

The exercise can also test emergency communication and notification procedures with appropriate authorities without exposing learners to simulated threats.

Phase 2: Classroom Lockdown and Concealment

When the designated signal is activated, participating classrooms will practice their established lockdown procedures.

Depending on the school's localized plan, this may include securing classroom doors, turning off lights, covering windows, moving away from doors and windows, and maintaining silence.

The emphasis should remain on orderly practice rather than dramatic simulation.

Phase 3: Orderly Evacuation and Responder Compliance

Once the hypothetical threat has been declared resolved, the school will practice an orderly evacuation using designated safe routes.

Learners and personnel may also practice an appropriate compliance posture when encountering responding authorities, keeping their hands visible and empty and following instructions calmly.

What Happens After the Drill?

The exercise does not end when learners reach the assembly area.

Teachers should account for learners, while designated personnel assess whether everyone has been safely accounted for.

Schools should also provide psychological and emotional support to participants who experience distress.

Guidance personnel, school health personnel, and trained Psychological First Aid providers may assist learners and staff who need support. Schools should have referral arrangements with appropriate health, social welfare, and mental health service providers.

This recovery component is particularly important because an effective safety program protects both physical safety and emotional well-being.

Schools Must Conduct an After-Action Review

After the drill, school leaders and the Incident Management Team should conduct a hotwash or after-action review.

The review should determine whether participants understood their responsibilities, whether emergency communications worked, whether learners were properly accounted for, and whether evacuation and protective-action procedures were practical.

Schools should also ask whether the activity caused unnecessary fear, confusion, or distress.

Feedback from learners, teachers, parents, school personnel, and partner agencies can help identify gaps.

The results should then be used to improve the school's localized School Contingency Plan and other safety procedures.

What the September 3 Drill Means for Schools and Families

The September 3, 2026 National Simultaneous School Safety Drill is more than a demonstration of emergency procedures. It is intended to help schools identify weaknesses in their preparedness systems and strengthen coordination among educators, families, emergency responders, and local authorities.

For families, the most important message is that preparedness should not come at the expense of children's well-being.

For schools, the activity is an opportunity to review emergency plans, strengthen communication systems, clarify responsibilities, and make sure safety procedures are realistic for their particular campus and learner population.

As DepEd moves forward with the nationwide exercise, the goal is clear: schools should be prepared to respond to serious threats while remaining safe, supportive, and reassuring environments for children.

The September 3 drill therefore serves as a practical test of preparedness—but just as importantly, it is a test of whether schools can build safety awareness while protecting the dignity and peace of mind of every learner.

Finished Your Term Exams? Here is What DepEd Teachers Should Do

The exams are over, test papers are collected, and the big exam rush is done. But for DepEd teachers, finishing term exams does not mean the work stops—it just changes.

Under DepEd’s Three-Term School Calendar, the period right after exams is called the End-of-Term Block. Regular lessons pause so teachers can focus on grading, helping struggling students, and getting ready for the next term.

Here is a simple, stress-free guide on how to spend this post-exam period.

5 Things to Focus On

• Grade Exams and Update Your ECR Immediately

  Check test papers right away while answer keys are fresh. Input scores into your Electronic Class Record (ECR) to prepare initial grades for School Form 9 (SF9 / Report Cards). Doing this early helps you avoid system lag and late-night grading stress before report card distribution.

• Do an Item Analysis to See What Students Missed

  Don't just record the total score. Look closely at which questions or topics most of your class missed. This tells you exactly which lessons need to be retaught.

• Run Remediation and Enrichment Classes

  Use class time during this period to group your students. Give extra help and simple remedial lessons to students who had a hard time (ARAL Program). For high-scoring students, give fun extension activities or let them help tutor their classmates.

• Join LAC Sessions and Organize Your Files

  Since regular lessons are paused, use this time for teacher meetings and Learning Action Cell (LAC) sessions. Organize your lesson plans, sort out your IPCRF documents, and set up your files for the upcoming term.

• Check On Your Students and Clean Your Classroom

  Take time to talk to your students about how they felt during the exams. Clean up your classroom, organize teaching materials, and clear your digital files so you can start the next term fresh.

Simple Post-Exam Plan

Phase	Main Task	What to Do
Phase 1	Grading & Item Analysis	Check exam papers and list down topics students struggled with.
Phase 2	Remediation & Enrichment	Teach review lessons to struggling students; give advanced tasks to fast learners.
Phase 3	Grade Encoding	Input grades into the ECR and draft Report Cards (SF9).
Phase 4	Teacher Meetings & Files	Attend LAC sessions and organize your IPCRF files and lesson plans.
Phase 5	Student Check-in & Cleanup	Talk with students, clean the classroom, and rest.

Don't Forget to Take a Break

Teaching takes a lot of energy. Once your grades are submitted and your classroom is organized, give yourself time to rest. Closing one term cleanly is the best way to feel ready for the next one!