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Have you ever tried learning in a room that didn’t quite feel like a classroom—maybe a tent, a hallway, or under a tree? That’s the reality for thousands of Filipino students today. President Ferdinand Marcos Jr. has now ordered government agencies to speed up classroom construction across the country, aiming to fix this long-standing problem before 2028.
A Massive Challenge for Philippine Education
Building classrooms might sound simple—but the numbers paint a staggering picture. According to the Department of Education (DepEd), the Philippines is short about 165,000 classrooms. To close that gap, the country would need to build around 55,000 new classrooms each year until 2028.
That’s not just about walls and roofs. It’s about giving millions of students a real place to learn—away from crowded rooms, makeshift spaces, and shared facilities. For context:
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Some public schools hold up to three class shifts per day to make space for everyone.
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A few even hold classes in covered courts or school hallways.
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Rural areas are hit hardest, especially after typhoons and earthquakes damage existing buildings.
So when Marcos Jr. said, “No child should be forced to learn in makeshift spaces,” it wasn’t just rhetoric—it was recognition of a national crisis.
How the Marcos Administration Plans to Build More Classrooms
To meet the goal, the President directed both the Department of Public Works and Highways (DPWH) and the DepEd to “speed up the planning and implementation process.” That means cutting red tape and coordinating faster on land use, permits, and contractor selection.
He also instructed the Department of Economy, Planning and Development (DEPDev) to fast-track the review of public-private partnership (PPP) proposals. That’s a big move—because private sector collaboration could make or break this ambitious plan.
Here’s what the government’s approach might include:
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Streamlining bureaucracy: Reducing the number of required approvals per project.
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Public-Private Partnerships: Encouraging construction firms and investors to co-fund and manage school buildings.
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Modern design templates: Using modular and pre-fabricated classrooms that are faster to assemble.
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Disaster-resilient structures: Ensuring new classrooms can withstand floods, quakes, and typhoons.
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Digital integration: Designing classrooms ready for hybrid and tech-supported learning.
If implemented well, these strategies could bring classrooms online faster—and keep costs reasonable.
Why Classroom Shortages Still Persist
Even with good intentions, classroom construction in the Philippines has always been a slow and uneven process. Several factors contribute:
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Limited budgets: Education competes with infrastructure, defense, and healthcare for national funds.
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Land issues: Some schools have no space to expand, especially in urban areas.
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Natural disasters: Every year, typhoons destroy hundreds of classrooms that must be rebuilt before new ones are added.
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Procurement delays: Paperwork, bidding disputes, and audits can hold projects up for months—or even years.
So while the Marcos Jr. administration’s goal is ambitious, execution will be everything.
Could Public-Private Partnerships Be the Solution?
Public-private partnerships (PPPs) are becoming a global trend in education infrastructure. Essentially, the government partners with private companies that fund, build, or maintain public schools in exchange for long-term contracts.
For the Philippines, this could mean:
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Faster project delivery using private-sector efficiency.
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Access to better construction technology.
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Lower upfront government costs, spread over several years.
However, PPPs also carry risks—such as unequal access if not carefully managed. The government must ensure transparency and fairness in these agreements to avoid turning education into a profit-driven venture.
Why This Push Matters for the Future
Education has always been a cornerstone of national progress. As Marcos Jr. put it, “True progress goes beyond numbers and charts. It must be a lived experience—felt by people through quality education.”
Better classrooms mean more than just space—they mean:
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Improved learning outcomes (less noise, more focus).
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Happier teachers (fewer class shifts and stress).
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Stronger communities (schools as safe, local hubs).
In a country where natural disasters frequently disrupt schooling, resilient classrooms are also symbols of hope and stability.
PERSONAL INSIGHT
I still remember my old public school’s “extra classroom” — a converted storage shed with fans that barely worked. Learning there wasn’t easy, but it taught me the value of perseverance. Seeing the Philippines commit to solving this issue feels like more than policy—it’s about dignity. Every child deserves a real classroom, not a temporary fix.
CONCLUSION
If the Marcos administration can truly speed up construction and leverage partnerships wisely, the Philippines might finally close its 165,000-classroom gap by 2028. It’s a tall order—but one worth striving for, because education shapes everything that follows.
Do you think the government can meet its classroom target in time? Share your thoughts below.