When the Bonus Arrives: The Joy Behind DepEd’s 2025 Year-End Bonus and Cash Gift

Every November, I turn into that teacher who checks the payroll updates like it’s a season finale. The “Release of 2025 Year-End Bonus and Cash Gift” may sound like a routine memo, but for many of us in DepEd, it’s a moment we quietly count down to all year.

It’s not just about the money (though, let’s be real — it helps). It’s about that deep sigh of relief that says, “Okay, I can finally breathe a bit.”

This year, according to DBM Budget Circular No. 2024-3, all eligible DepEd personnel will receive their year-end bonus (equivalent to one month of basic pay) plus a ₱5,000 cash gift with the first November 2025 payroll.

And yes — that means it’s officially bonus season once again.

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More Than a Memo: What This Bonus Really Means

The circular’s formal language may read like just another administrative directive, but behind those lines lies the recognition of something bigger — our service, resilience, and heart.

After all, teaching isn’t just about lesson plans and grades. It’s about being there when your students need you, even when your own energy’s running low.

When I got my first-ever year-end bonus, I remember sitting at my desk, calculating bills and gifts for family. I ended up tearing up — not because it was a huge amount, but because it felt like someone finally saw the effort behind the exhaustion.

This yearly incentive might be structured, but its emotional impact is anything but mechanical.

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Did You Know?

💡 The year-end bonus for government employees was institutionalized under DBM Budget Circular No. 2016-4.
💡 It’s equivalent to one month of basic pay and is given every November.
💡 The ₱5,000 cash gift has remained consistent to ensure fairness across salary grades.
💡 All Regional and Schools Division Offices are tasked to ensure timely release — a process that now involves digital payroll systems to speed up distribution.

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When Recognition Feels Personal

Every teacher has that one moment when they almost give up — late nights, endless paperwork, students who test every ounce of patience.

For me, that moment came one December afternoon when I was still encoding grades while my family was already decorating the Christmas tree. Then, my phone buzzed: “Bonus credited.”

I smiled. It wasn’t just money; it was validation.

Sometimes, the system does get it right.

The release of the 2025 year-end bonus and cash gift reminds us that even amid bureaucratic chaos, there are pockets of care — structured acknowledgments that we matter.

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The 3-Day Gratitude Experiment

If you’re like me, you might tend to use the bonus for bills right away (because adulthood). But before it all disappears, try this small reflective challenge:

🧭 The 3-Day Gratitude Experiment

1. Day 1: Write down three things you’re thankful for at work this year — big or small.

2. Day 2: Spend part of your bonus doing one thing for yourself (even if it’s just a quiet coffee).

3. Day 3: Use a small portion — even ₱100 — to do something kind for another person.

You’ll be surprised at how much lighter gratitude makes the weight of everyday stress feel.

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Moving Forward with Heart

The DBM directive ensures the logistics. The DepEd offices ensure compliance. But we, the teachers, ensure that the spirit of the classroom — compassion, patience, and humor — stays alive.

The 2025 year-end bonus and cash gift may officially be a financial benefit, but emotionally, it’s something more enduring: a thank-you from the nation we serve.

So as we line up to check our payroll this November, may we also pause to celebrate how far we’ve come — not just through the months, but through every small victory that made this year worth teaching through.

Because sometimes, the real bonus isn’t what’s in your payslip — it’s knowing your effort mattered.

💬 What’s the first thing you plan to do with your year-end bonus this year? Share your story in the comments — I’d love to hear it.

What Is a Functional Illiterate — And Why 24.8 Million Filipinos Are at Risk

Have you ever met someone who can read sentences but struggles to truly understand them? That’s what we call a functional illiterate—a person who can read and write basic words, but has trouble applying that knowledge in everyday life. Shockingly, around 24.8 million Filipinos fall under this category, according to the latest education commission report.

It’s not just a statistic—it’s a reflection of how our education system and society are failing to equip people with practical skills for real-world understanding.

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What Does “Functional Illiterate” Mean?

A functional illiterate is someone who technically knows how to read and write but cannot fully comprehend, analyze, or use written information effectively.

For example:

• They can read a bus sign but struggle to follow written instructions.

• They might read a medicine label but misinterpret the dosage.

• They can sign a document but don’t fully grasp its meaning.

In simple terms, it’s literacy without understanding—a silent learning crisis that limits job opportunities, financial independence, and even everyday decision-making.

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Why the Numbers Are Rising in the Philippines

According to the Second Congressional Commission on Education (EDCOM 2), the number of functionally illiterate Filipinos nearly doubled in the past 30 years—from 14.5 million in 1993 to 24.8 million in 2024.

One major reason? The Department of Education (DepEd) has been spread too thin. The agency is currently involved in over 261 interagency programs—many outside its core mission of improving basic education. Teachers are overworked with non-teaching duties like administrative reports, feeding programs, and community coordination, leaving less time for real instruction.

As a result, classroom quality declines, learning gaps widen, and literacy stagnates.

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The Real-World Impact of Functional Illiteracy

Functional illiteracy affects more than grades—it impacts lives. Here’s how:

1. Employment Struggles: Many jobs require reading comprehension, report writing, or understanding technical instructions.

2. Financial Challenges: Functionally illiterate adults may misinterpret bills, contracts, or online transactions.

3. Health Risks: Misreading prescription labels or health advisories can lead to mistakes.

4. Social Exclusion: Low literacy can make people less confident to participate in civic or community discussions.

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Did You Know? 💡

• The Philippines once had one of the highest literacy rates in Asia, but functional literacy hasn’t kept pace.

• In some rural areas, students can graduate without mastering basic comprehension skills.

• DepEd’s proposed “education cluster” aims to refocus on literacy and learning quality.

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Can We Fix Functional Illiteracy?

EDCOM 2 recommends streamlining DepEd’s functions and ensuring every region has fair access to resources. There’s also a push for Alternative Learning Systems (ALS) and more community-based literacy programs.

But beyond government reforms, families and local communities also play a role. Reading at home, promoting curiosity, and supporting teachers can help create a culture where literacy truly means understanding, not just decoding.

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Personal Insight

When I think about functional illiteracy, I remember helping a tricycle driver fill out an online form for his child’s scholarship. He could read English words, but he didn’t understand what “household income” meant. It was a small moment—but it opened my eyes to how education isn’t just about schooling; it’s about empowerment.

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Wrap-Up

Being a functional illiterate isn’t about intelligence—it’s about access and opportunity. To solve this issue, the Philippines needs a collective effort to make learning practical, inclusive, and meaningful.

Do you think our schools today are teaching real-life literacy skills? Share your thoughts in the comments!

Remembering the Boy General: DepEd Honors the 150th Birth Anniversary of Gregorio del Pilar

Have you ever heard of a 24-year-old general who gave his life for freedom? The Philippines is commemorating the 150th Birth Anniversary of General Gregorio del Pilar, one of the youngest and most courageous heroes of the Philippine Revolution. His bravery at the Battle of Tirad Pass still echoes in classrooms and hearts today.

Who Was General Gregorio del Pilar?

Known as the Boy General, Gregorio del Pilar became a symbol of youthful courage and patriotism. Born in Bulacan, he rose through the ranks during the fight for independence against Spanish and American forces. His final stand at Tirad Pass—where he led just 60 men against hundreds of American soldiers—cemented his place in Philippine history as a hero of valor and selfless sacrifice.

Even a century and a half later, his story continues to inspire young Filipinos to uphold love of country, courage, and leadership.

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DepEd’s Call to Commemorate a National Hero

The Department of Education (DepEd) has issued Memorandum No. 099, s. 2025, urging schools nationwide to join in honoring del Pilar’s legacy on November 14, 2025. This date has been declared a Special Working Holiday in Bulacan under Presidential Proclamation No. 117 (series of 2001), to be celebrated every year.

The Main Goals of the Celebration

DepEd’s commemoration aims to:

• Honor his heroism and sacrifice in the struggle for independence.

• Inspire nationalism and patriotism among learners.

• Encourage meaningful learning experiences focused on leadership, courage, and service.

• Promote appreciation of Filipino heroes as role models of good citizenship.

These activities are more than ceremonial—they’re designed to connect history with the hearts and minds of the youth.

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Activities to Celebrate the 150th Birth Anniversary

Public and private schools are encouraged to organize engaging and educational activities. Some ideas include:

1. Flag-Raising Ceremonies – Highlighting del Pilar’s bravery and love for country.

2. Classroom Discussions – Integrating lessons about his life into subjects like Araling Panlipunan, History, and Filipino.

3. Creative Projects – Essay writing, poster-making, or short plays about his leadership and values.

4. Community-Based Events – Collaborations with local government units or the National Historical Commission to make the celebration more meaningful.

Did You Know?
Gregorio del Pilar was only 24 years old when he died at Tirad Pass in 1899. He was reportedly the youngest general in the Philippine Revolutionary Army.

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Keeping His Spirit Alive

DepEd reminds schools to hold these activities without disrupting regular classes—balancing learning continuity with patriotic celebration. Teachers who participate in weekend events will even receive service credit, acknowledging their role in shaping the next generation of nation-builders.

This nationwide observance is not just about looking back. It’s about reviving the spirit of heroism in today’s learners, reminding everyone that courage and patriotism are timeless values.

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A Personal Reflection

I still remember reading about del Pilar as a student—his story struck me deeply. He wasn’t just a name in a history book; he was proof that youth can lead, fight, and inspire. His bravery challenges us to stand for what’s right, no matter the odds. Every classroom that tells his story keeps his flame alive.

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Keeping the Flame of Patriotism Burning

The 150th Birth Anniversary of General Gregorio del Pilar isn’t just a day of remembrance—it’s a chance to reflect on what it means to serve selflessly. Whether through art, discussion, or community action, honoring him helps instill courage and pride in future generations.

How do you keep your own sense of patriotism alive? Share your thoughts in the comments below.

GSIS Ginhawa Lite Is Back: A Lighter, Faster Way to Meet Your Financial Needs

We all know that unexpected expenses can pop up out of nowhere—a medical bill, school fees, or that one home repair that can’t wait. Good news for government workers: GSIS Ginhawa Lite is back! This short-term loan program, also known as MPL Lite, offers a lighter, faster, and more affordable way to get the funds you need—without the long waiting time.

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What Is GSIS Ginhawa Lite?

GSIS Ginhawa Lite, officially called the Multi-Purpose Loan (MPL) Lite, is a financial assistance program from the Government Service Insurance System (GSIS). It’s designed to help active GSIS members meet immediate or emergency needs through a short-term, low-interest loan.

Unlike traditional loans, Ginhawa Lite lives up to its name—it’s simpler, quicker, and easier to pay back.

Here’s what makes it different:

• 🕐 Faster Processing: Apply directly through the GSIS Touch mobile app, no need to line up.

• 💸 Lighter Terms: Lower monthly amortizations compared to regular MPLs.

• 💰 Affordable Interest Rates: Competitive rates to keep payments manageable.

• 📲 Convenient Access: No need to visit a branch; everything’s digital.

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How to Apply for GSIS Ginhawa Lite

Applying for MPL Lite is surprisingly easy. If you have the GSIS Touch app on your smartphone, you’re halfway there.

Here’s how to do it step-by-step:

1. Download or open the GSIS Touch app.
   Available on both Android and iOS.

2. Log in with your eGSISMO account.
   (Make sure your account is updated and active.)

3. Select “Apply for Loan” and choose MPL Lite.

4. Check your eligibility and loanable amount.

5. Submit your application and wait for approval.

Once approved, funds are released directly to your UMID card account or chosen bank.

💡 Tip: Double-check your contact and banking details before applying to avoid processing delays.

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Did You Know?

GSIS first introduced Ginhawa programs to make life easier for government employees. The term “Ginhawa” literally means “relief” or “comfort” in Filipino—a fitting name for a service meant to ease financial burdens.

• The first Ginhawa program launched in 2020 during the pandemic, helping thousands of members manage their finances.

• MPL Lite was created to offer smaller, short-term loans for quicker access to cash.

• GSIS continues to upgrade its digital services, including GSIS Touch, to make transactions more efficient.

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Who Can Apply for MPL Lite?

To qualify for the GSIS Ginhawa Lite, you must meet a few basic requirements:

• You are an active GSIS member with paid premiums for at least one month.

• You have no pending administrative or criminal case.

• Your employer is updated in remitting premium contributions and loan payments.

• You have no defaulted GSIS loan.

✅ Bonus: Even if you already have an existing MPL loan, you may still qualify for Ginhawa Lite under specific terms set by GSIS.

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Common Questions About GSIS Ginhawa Lite

Q: How much can I borrow under MPL Lite?
A: The amount depends on your monthly salary, contributions, and membership status. Usually, it’s a percentage of your total creditable service and premium contributions.

Q: How long is the repayment period?
A: MPL Lite loans generally have shorter terms, ideal for covering urgent expenses without long-term debt.

Q: Is the GSIS Touch app safe?
A: Yes! It’s an official app with multiple security features like PINs, OTP verification, and encrypted data.

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A Quick Reflection

As someone who’s seen friends and family struggle with financial emergencies, I appreciate how programs like GSIS Ginhawa Lite bring real relief. Life doesn’t wait for payday—and having an option that’s both trustworthy and fast can make a big difference. The fact that it’s accessible through an app just makes it feel more in tune with today’s digital lifestyle.

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GSIS Ginhawa Lite proves that financial help doesn’t have to be complicated. With its lighter payments, faster approval, and digital convenience, it’s a smart choice for government workers who need short-term support. So don’t wait—apply through the GSIS Touch app and experience the ease of GSIS Ginhawa Lite today.

Would you consider using this program for emergency needs? Share your thoughts in the comments!

GSIS Net Income Hits ₱112 Billion: What This Means for You

A few months ago, I was sitting in a coffee shop, feeling uneasy as I scrolled through my retirement statements. “Will everything add up?” I wondered. Then I came across the news that the Government Service Insurance System (GSIS) had recorded a net income of ₱112 billion as of September 2025. My anxiety eased a little—because if the country’s biggest pension fund is thriving, maybe there’s hope for my own future too.

In this post, I’ll unpack what this achievement means, why it matters to ordinary members and pensioners, and what lessons we can all draw from it—whether you’re in the Philippines, the U.S., or anywhere else.

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What the Numbers Tell Us

According to multiple reports, GSIS posted a ₱112 billion net income for the first nine months of 2025—₱35 billion above its target. That’s a strong signal of solid management and discipline.

Here’s a closer look:

• Total revenue: ₱260 billion (vs. ₱241.8 billion target)

• Total expenses: ₱148 billion (vs. ₱165 billion target)

• Administrative costs: only 2.5%, far below the 12% limit

• Total assets: ₱1.93 trillion, up 5.7% from 2024

(Sources: BusinessWorld, Inquirer, GMA News)

Did You Know?
GSIS’s administrative costs are among the lowest in the region—proof that effective governance doesn’t have to mean bloated spending.

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Why It Matters to You (and Me)

Sure, ₱112 billion sounds impressive. But why should you—or I—care?

1. It builds trust. When GSIS performs well, it reassures members that their contributions are being managed responsibly.

2. It supports the economy. A financially healthy pension fund attracts investment confidence and stability.

3. It sets a model. The discipline behind GSIS’s success—smart budgeting, tight cost control—mirrors habits we can all apply to our own finances.

I’ll admit, I wasn’t always this mindful. For years, I treated my savings like a “someday” problem, assuming everything would work itself out. It didn’t—until I started managing my money the way GSIS manages its funds: tracking, adjusting, and staying accountable.

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My Mistakes and the Lessons I Learned

• Mistake #1: I ignored my savings for too long. I thought automation meant “no attention needed.” Turns out, I was wrong. Lesson: Regular reviews keep your finances alive.

• Mistake #2: I assumed big funds were always safe. But size doesn’t guarantee safety—oversight does. Lesson: Never stop asking questions, even of institutions you trust.

Seeing GSIS’s success reminded me that consistency and transparency matter—both for public funds and personal ones.

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The Bigger Picture: Strength, Transparency, and Balance

GSIS’s strong 2025 results highlight three powerful themes:

1. Resilience

In an uncertain global economy, consistent performance signals preparedness and risk awareness.

2. Transparency

GSIS has emphasized “iron-clad safeguards” in its investment process—proof that integrity pays dividends.

3. Vigilance

Even thriving institutions face scrutiny. Reports of alleged irregularities show that accountability must remain constant.

The same goes for us: strong doesn’t mean invincible. Stay curious. Stay watchful.

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Mini Q&A

Q1: Will GSIS’s profit increase my pension?
Not automatically. But strong performance ensures your benefits are backed by a stable fund.

Q2: How can I protect my own finances?
Track, review, and diversify—treat your personal budget like a mini-investment fund.

Q3: Can GSIS’s success influence the wider economy?
Yes. Strong public funds boost investor confidence and help stabilize national finances.

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Conclusion

When I first read about GSIS’s ₱112 billion net income, I didn’t just feel proud—I felt reassured. It reminded me that even in uncertain times, careful management and consistency can create real comfort for people like us.

If GSIS can surpass expectations through discipline and smart choices, maybe we can, too. So, what’s one change you’ll make in your own “fund management” this week? Share your story in the comments—I’d love to hear it.

Turning Empty Schools into Classrooms: DepEd’s Creative Fix for the Shortage

Imagine thousands of classrooms sitting idle while students study in crowded hallways or under tents. That’s the irony the Department of Education (DepEd) wants to solve with its new idea—leasing unused private schools and properties. This bold move could be the most practical shortcut to tackling the country’s long-standing classroom shortage.

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The Classroom Shortage That Sparked Innovation

In 2022, the Philippines faced a staggering classroom deficit of over 165,000. Many schools were forced to implement shifting schedules, squeeze learners into cramped spaces, or hold classes in makeshift areas like covered courts and barangay halls.

For decades, the government’s solution was simple: build more classrooms. But that approach often hit delays—slow procurement, limited funds, and the lengthy process of construction permits. Each year that passed meant more students sharing desks meant for two, and more teachers improvising their way through the chaos.

That’s why DepEd, under the leadership of Secretary Sonny Angara, is taking a creative detour. Instead of waiting years for new buildings, the agency wants to lease idle private schools and properties that already meet—or can quickly meet—DepEd’s classroom standards.

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How DepEd’s Classroom Leasing Idea Works

The plan, developed with the Student First Coalition (SFC) and several government partners, begins with a Classroom Market Scoping Activity. Think of it as DepEd’s version of real estate scouting—identifying closed schools, vacant campuses, and unused private buildings that can be turned into classrooms.

During the activity, DepEd shared its Standard Classroom Specifications and Leasing Pilot Program to real estate giants like Colliers, Leechiu, Santos Knight Frank, and Jones Lang LaSalle Inc. Representatives from the Department of Human Settlements and Urban Development, BCDA, and even the AFP Corps of Engineers also joined the talks.

Their goal: find spaces that could safely, quickly, and affordably house students.

One of the first properties on DepEd’s radar is the Pita Property in Laguna—a 1,385-square-meter campus formerly known as the Rainbow Institute of Learning. It’s been closed since 2020 but already has seven classrooms, a cafeteria, an office, and a covered court. Even better, it’s only two kilometers from Don Manuel Rivera Memorial Integrated National High School, which currently lacks 22 classrooms.

With just a few months of preparation, this idle campus could be buzzing with learners again.

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The Benefits of Classroom Leasing

DepEd’s leasing concept offers more than just a quick fix. It’s a strategic innovation with ripple effects for education and the economy alike.

Here’s why it makes sense:

• Speed: Instead of waiting years for construction, classrooms can be ready in six months or less.

• Cost-effectiveness: Leasing costs far less than building new structures from scratch.

• Sustainability: It reduces waste by repurposing existing infrastructure.

• Community Revitalization: Reviving closed schools or idle properties boosts local economies and prevents urban decay.

• Flexibility: Leased classrooms can be relocated or adjusted as population and enrollment trends shift.

Undersecretary Ronald Mendoza summed it up perfectly: “This effort turns the classroom shortage crisis into an opportunity for collaboration and innovation.”

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Addressing Concerns and Challenges

Of course, bold ideas come with questions. Critics wonder: will leasing be sustainable in the long run? What about safety, maintenance, and legal hurdles?

DepEd has been quick to clarify that this leasing program won’t replace traditional infrastructure efforts. It’s a complementary strategy—a way to fill urgent gaps while continuing to build permanent schools under projects like the Flexible School Building Implementation Plan.

Legal and safety frameworks are also being developed. DepEd ensures that all leased spaces must meet standard classroom design, ventilation, and accessibility requirements. The agency is working closely with engineers, local government units, and real estate experts to ensure compliance.

Moreover, partnerships with the private sector can open doors for corporate social responsibility initiatives, allowing developers to contribute to education reform while making productive use of dormant assets.

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Why This Matters for Students and Teachers

For teachers and students, this initiative could bring tangible relief. Imagine fewer class shifts, better learning conditions, and more time for actual instruction. Students wouldn’t need to travel far or share classrooms with other grade levels.

Teachers, on the other hand, could manage their classes more effectively—with proper space for visual aids, group work, and meaningful learning experiences.

In many ways, leasing classrooms is about restoring dignity to the learning environment. It’s a reminder that solutions to big problems don’t always have to be big; sometimes, they just have to be smart and swift.

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DepEd’s Classroom Leasing Program: A Smart Step Forward

DepEd’s initiative aligns with a broader global trend where governments explore public-private partnerships (PPPs) to address infrastructure gaps. Countries like India and Indonesia have used similar models to expand access to education facilities in fast-growing areas.

By exploring partnerships with real estate developers and local governments, DepEd is turning idle properties into opportunities—not just for learners, but for communities that benefit from reactivated spaces.

This approach also encourages data-driven decision-making. Through the market scoping activity, DepEd can map where shortages are worst, match them with nearby facilities, and roll out adaptive solutions faster than traditional bureaucracy allows.

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Personal Insight

As someone who has seen firsthand how overcrowded classrooms affect both learning and teaching, I find this move refreshingly practical. It acknowledges that while we wait for grand infrastructure plans, students still need spaces now. Repurposing what already exists isn’t just efficient—it’s empathetic. It puts learners first, right where they should be.

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Conclusion

DepEd’s plan to lease private schools and underused properties could reshape how we think about public education infrastructure in the Philippines. It’s a pragmatic blend of speed, resourcefulness, and collaboration—exactly what’s needed to tackle a problem that’s been decades in the making.

Do you think leasing idle schools is the key to solving our classroom shortage—or should the focus stay on long-term construction projects? Share your thoughts below!

Why DepEd’s 261 Interagency Roles May Be Holding Back Philippine Education

Imagine trying to focus on teaching your students while juggling hundreds of meetings, reports, and projects—none of which directly involve the classroom. That’s the reality the Department of Education (DepEd) faces today, now entangled in 261 interagency bodies across government. While collaboration sounds good on paper, this growing web of duties may be stretching the agency—and its teachers—too thin.

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The Expanding Web of Interagency Work

DepEd’s involvement in 261 interagency bodies is no small matter. Education Secretary Sonny Angara himself described it as “coordination spread thin,” during a recent hearing with the Second Congressional Commission on Education (EDCOM 2).

The department chairs at least 20 of these councils, and jointly manages 21 more with the Commission on Higher Education (CHED) and the Technical Education and Skills Development Authority (TESDA). That’s a steep rise from just 63 interagency roles reported in EDCOM 2’s Year One Report.

This expansion was meant to improve collaboration across sectors—health, welfare, labor, and more—but the unintended result is that DepEd’s focus on basic education has weakened. The agency is now pulled in too many directions at once.

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When Education Lost Its Center

Back in 1994, the old Department of Education, Culture, and Sports (DECS) was divided into three: DepEd for basic education, CHED for higher education, and TESDA for technical skills development.

The goal was simple: let each agency specialize and do its job well.

But fast-forward 30 years later, and the number of functionally illiterate Filipinos has nearly doubled—from 14.5 million in the 1990s to 24.8 million today, according to the 2024 Functional Literacy, Education, and Mass Media Survey (FLEMMS).

Why the decline? Experts point to “mission overload.” DepEd’s scope has ballooned due to more than 150 new laws and executive issuances since 2001, many of which fall outside its core mission of teaching children how to read, write, and think critically.

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Teachers Doing Everything but Teaching

Perhaps the most visible consequence of this overload is felt inside the classroom.

Teachers are now doing tasks that have little to do with lesson plans or grading papers. EDCOM 2’s Executive Director Karol Mark Yee listed some examples:

• Conducting vision screening under Republic Act 11358

• Coordinating 4Ps compliance under Republic Act 11310

• Running school feeding programs

• Managing canteens

• Leading Disaster Risk Reduction and Management (DRRM) projects

• Implementing the National Drug Education Program (NDEP)

These may sound like helpful programs—and they are—but collectively, they eat up hours meant for actual instruction.

In many schools, teachers double as social workers, health aides, and administrative clerks. Without enough support staff, they stay late, file reports on weekends, and still try to teach effectively the next day.

It’s no wonder burnout is so common in the profession.

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DepEd’s Plan to Refocus and Rebalance

Recognizing the strain, Secretary Angara and his team are now trying to streamline. Their plan is to limit DepEd’s participation to “high-impact, mission-aligned” interagency bodies that directly affect education outcomes.

To make this happen, DepEd is forming an Education Cluster under the Office of the President—essentially a central hub that filters which collaborations truly matter.

Other measures include:

• Assigning senior DepEd officials to represent the department in key interagency meetings.

• Hiring Administrative Officers (AOs) in every public school by 2026 to take over paperwork, coordination, and reporting duties.

If successful, this could finally give teachers what they’ve long asked for: time to teach.

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The Price Tag of Unfunded Mandates

Another challenge is financial. DepEd may be legally responsible for dozens of programs, but many come without full funding.

Among the underfunded initiatives are:

• The Academic Recovery and Accessible Learning (ARAL) Program under RA 12028

• The Alternative Learning System (ALS) under RA 11510

• The Mental Health and Well-Being Promotion Act under RA 12080

According to Angara, it would take over ₱1 trillion to fully fund all education-related laws currently on the books.

Senator Loren Legarda highlighted this funding gap during the same hearing, pointing out that the law mandates ₱30.5 billion for ALS implementation, yet only ₱78.4 million has been allocated. That’s less than 1% of what’s needed.

Without proper funding, even the best-intentioned laws remain paper promises.

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Why Coordination Still Matters—If Done Right

Of course, DepEd cannot—and should not—work in isolation. Education overlaps naturally with health, social welfare, and technology. Programs like feeding initiatives or disaster readiness training can greatly benefit students when implemented efficiently.

But there’s a limit. Coordination works only when roles are clear and responsibilities are shared fairly. When every problem ends up on DepEd’s desk, the system breaks down.

Instead of doing everything, the agency needs to focus on what it does best: ensuring that every Filipino child can read, write, compute, and think independently by the time they leave school.

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Personal Insight

As someone who has seen teachers multitask their way through endless forms, meetings, and outreach drives, I understand the toll it takes. Teachers enter the profession to shape minds, not to shuffle paperwork. A focused DepEd, supported by clear roles and adequate staffing, could bring back the joy of teaching—and the learning outcomes we’ve been missing.

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Conclusion

DepEd’s 261 interagency roles reveal both the complexity and the confusion in the country’s education system. While collaboration is essential, spreading the department too thin undermines its main purpose: delivering quality basic education to every Filipino child. Refocusing on its core mission, hiring support staff, and fully funding key programs could finally give education in the Philippines the clarity and strength it needs.

Do you think reducing DepEd’s interagency work will help teachers focus more on students? Share your thoughts below.