Did you know that the number of schools a division office oversees can affect everything from teacher support to student outcomes? With over 200 School Division Offices (SDOs) in the Philippines, the distribution of these offices and the resources they provide isn’t always as fair as we might think. A recent review of Republic Act 9155 highlights how discrepancies in school supervision could be holding back the country’s education system. In this post, let’s break down why this law may need an update to address these issues more effectively.
The Unequal Distribution of School Division Offices
Imagine this: in one part of the Philippines, a single school division office manages 1,300 schools, while another only supervises 28. These disparities have a real impact on the quality of education, making it clear that the current distribution of School Division Offices (SDOs) under Republic Act 9155 isn’t as equitable as it should be.
In 2001, Republic Act 9155 (the Governance of Basic Education Act) was introduced to streamline the management of education and give more authority to local divisions. However, as recent findings by the Second Congressional Commission on Education (EDCOM 2) show, the law’s approach has created a mismatch in the allocation of resources, personnel, and support. Some divisions are overburdened, while others have far fewer schools to manage, making it hard to ensure that all students receive equal educational opportunities.
The Imbalance in Staff-to-Student Ratios
The findings from EDCOM 2’s review are eye-opening. In the Philippines, there are “very large” divisions like Quezon and Iloilo, where the staff-to-student ratio is an impressive 1:36 and 1:30, respectively. But in other areas, the numbers are far from ideal. For instance:
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Large SDOs like Rizal and Cotabato City have staff-to-student ratios of 1:53 and 1:7.
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Medium-sized divisions like San Carlos City and Mt. Province are at 1:83 and 1:18.
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Small SDOs like Batanes, which manages only 28 schools, have a ratio of 1:9.
Such differences in staffing levels can lead to unequal support for students and teachers, and in some cases, can hinder the effectiveness of the education system.
Why Are Some School Divisions So Much Larger Than Others?
One might wonder, why is there such a stark difference in how divisions are structured across the country? Part of the issue stems from the way Republic Act 9155 defines and limits school divisions. According to the law, a division must consist of an entire province or city, which means that divisions cannot be created simply because a region experiences a population or school boom. This creates an inherent limitation, especially in rapidly growing urban areas or provinces with expanding student populations.
For example, Cebu—the largest school division in the country—supervises 1,346 schools. But smaller provinces like Batanes, with just 28 schools, receive the same level of administrative attention despite the massive difference in workload. As a result, large SDOs face the challenge of managing far more schools with limited resources, while smaller divisions struggle to make the most out of their smaller scale.
The Impact on Education Quality
This disparity doesn’t just affect the staff-to-student ratio; it also impacts the quality of education. Larger SDOs like Cebu may struggle to provide sufficient oversight for all their schools, while smaller divisions might not have enough funding to maintain the schools they do have. The lack of a flexible system to redistribute resources based on actual needs means some schools are either overstaffed or under-resourced, hindering both teachers and students in their educational journey.
One significant consequence is the challenge faced by School Division Superintendents, who are tasked with hiring and evaluating school personnel. These officials must oversee the quality of teaching and non-teaching staff, evaluate school performance, and ensure that schools meet national standards. In divisions where the number of schools is disproportionately high, these responsibilities become unmanageable, and the quality of supervision suffers.
A Call for Legislative Change
Rep. Roman Romulo, co-chair of EDCOM 2, has voiced the urgent need for legislative changes to amend Republic Act 9155. He pointed out that, under the current law, the Department of Education (DepEd) is limited in how it can create new divisions, even when existing divisions are overwhelmed with schools. The solution might involve adding the term “within” to the law to allow for more flexible divisions—enabling the creation of new ones where needed, without being restricted by the current definition.
Secretary Sonny Angara echoed this sentiment, suggesting that simply adding more resources to existing divisions might not be enough. The crux of the problem, he noted, is that some SDOs have too many schools to manage effectively, leaving the officials in charge overburdened.
Is a New Law Needed?
While there are many ideas for solving the issue, it’s clear that the system needs to be adjusted to account for the current realities of Philippine education. One idea floated by Rep. Steve Solon was to add more staff to existing offices. But as Secretary Angara mentioned, the problem is that large divisions already have too many schools under their watch, so simply throwing more personnel into the mix may not be the ideal solution.
Rep. Romulo’s suggestion to amend the law and allow the creation of new divisions is a step in the right direction. If approved, such changes would ensure that every division is appropriately staffed and that all students, regardless of location, have access to the same quality of education.
Personal Insight
Having taught for over 20 years, I’ve witnessed firsthand how disparities in school resources can affect both teaching and learning. While larger divisions might have more resources on paper, the overwhelming workload often results in less support for teachers and students. Smaller divisions, on the other hand, sometimes benefit from more personalized attention but struggle with limited resources. Finding a balance is crucial, and updating the law could go a long way in addressing these disparities.
Conclusion
Republic Act 9155 was a step forward in decentralizing education management, but as the needs of students and schools evolve, so too must the law. The significant disparities in the number of schools supervised by each School Division Office highlight the need for reforms that will ensure a more equitable distribution of resources and support. Amending this law could lead to better outcomes for both teachers and students, ensuring that every child in the Philippines has access to the quality education they deserve.
What do you think—should the government update Republic Act 9155 to allow for more flexible divisions, or is there another solution? Share your thoughts in the comments!
