Can the Philippines Close Its 165,000-Classroom Gap by 2028?

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.

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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:

• Some public schools hold up to three class shifts per day to make space for everyone.

• A few even hold classes in covered courts or school hallways.

• 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.

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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:

• Streamlining bureaucracy: Reducing the number of required approvals per project.

• Public-Private Partnerships: Encouraging construction firms and investors to co-fund and manage school buildings.

• Modern design templates: Using modular and pre-fabricated classrooms that are faster to assemble.

• Disaster-resilient structures: Ensuring new classrooms can withstand floods, quakes, and typhoons.

• 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.

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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:

• Limited budgets: Education competes with infrastructure, defense, and healthcare for national funds.

• Land issues: Some schools have no space to expand, especially in urban areas.

• Natural disasters: Every year, typhoons destroy hundreds of classrooms that must be rebuilt before new ones are added.

• 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.

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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:

• Faster project delivery using private-sector efficiency.

• Access to better construction technology.

• 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.

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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:

• Improved learning outcomes (less noise, more focus).

• Happier teachers (fewer class shifts and stress).

• 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.

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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.

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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.

How Learning Recovery Is Reshaping Education in the Visayas

Imagine waking up to find your school reduced to rubble—but your education still marching forward. That’s the reality for thousands of students across the Visayas after a magnitude 6.9 earthquake struck Cebu province. In response, the Department of Education (DepEd) is rolling out a bold learning recovery plan to ensure no student is left behind.

The Earthquake That Shook the Classroom

On the night of October 1, 2025, a powerful quake rattled Cebu and surrounding provinces, leaving behind more than cracked walls and broken windows. It disrupted the rhythm of learning for over 16,000 schools across the Visayas. While no student injuries were reported, the damage was extensive:

• 250 classrooms were damaged, including 34 deemed totally unusable

• Six water, sanitation, and hygiene facilities were compromised

• Affected areas included Canlaon City, Dumaguete, Negros Oriental, Siquijor, Iloilo, Bohol, Carcar City, Cebu, Lapu-Lapu City, and Toledo City

The quake didn’t just shake buildings—it shook the foundation of daily education for thousands of learners and educators.

What Learning Recovery Means for Visayas Students

Learning recovery isn’t just about catching up on missed lessons. It’s a comprehensive strategy to rebuild, adapt, and future-proof education in disaster-prone areas. DepEd’s approach includes:

• Temporary learning spaces to ensure classes resume quickly

• Psychological support for students and teachers coping with trauma

• Adjusted academic calendars to recapture lost instructional days

• Deployment of mobile teaching units and blended learning tools

Undersecretary Malcolm Garma emphasized that the goal is not just to restore—but to improve. “We are making sure that the lost days for learning will be recaptured or recovered,” he said, while also calling on local governments and the Department of Public Works and Highways to help rebuild infrastructure.

Innovations Born from Crisis

Sometimes, adversity sparks innovation. DepEd is leveraging this moment to introduce long-term resilience programs that could redefine how education responds to emergencies:

• PlanSmart for Safe Schools: A digital tool that maps school vulnerabilities and guides disaster preparedness

• Pillar 1 Guidebook for Comprehensive School Safety: A practical manual for school leaders to implement safety protocols

• M7X Project: A multi-hazard preparedness initiative tailored to the Philippine context

• Upgraded Temporary Learning Spaces: Designed not just for shelter, but for effective teaching during crises

These aren’t just band-aid solutions—they’re blueprints for a more resilient education system.

Why the Visayas Needs a Unique Recovery Strategy

The Visayas region, with its archipelagic geography and frequent seismic activity, faces unique challenges:

• Remote islands often lack quick access to emergency aid

• Infrastructure varies widely, from urban centers to rural barangays

• Many schools are built in areas vulnerable to landslides or flooding

This means recovery plans must be flexible, localized, and community-driven. DepEd’s coordination with local government units (LGUs) is crucial to tailoring solutions that work on the ground.

Surprising Facts About Education in Emergencies

Here are a few eye-opening insights that highlight the importance of learning recovery:

• According to UNESCO, children in disaster zones are 30% more likely to drop out of school without targeted recovery efforts

• Temporary learning spaces, when well-designed, can outperform traditional classrooms in engagement and attendance

• Psychological first aid for teachers boosts classroom stability and student performance post-disaster

• Mobile learning units have increased access to education in conflict zones—and now, they’re being adapted for natural disasters

• The Philippines ranks among the top 5 countries most exposed to natural hazards, making educational resilience a national priority

These facts underscore why DepEd’s proactive stance matters—not just for the Visayas, but for the entire country.

How Communities Are Stepping Up

Recovery isn’t just a government job. Across the Visayas, communities are rallying to support their schools:

• Parents are volunteering to help clear debris and set up temporary classrooms

• Local businesses are donating supplies and internet access for blended learning

• NGOs are offering trauma counseling and teacher training

This grassroots energy is turning tragedy into a collective mission to rebuild stronger, safer, and smarter.

Learning Recovery in the Visayas

DepEd’s learning recovery plan for the Visayas is more than a response—it’s a transformation. By combining emergency relief with long-term resilience, the department is setting a precedent for how education can adapt to the realities of climate change and natural disasters.

The plan includes:

• Immediate assessment and repair of damaged facilities

• Deployment of temporary learning spaces with proper ventilation and sanitation

• Integration of digital tools for remote learning where physical classrooms are unavailable

• Training for teachers on trauma-informed instruction and emergency protocols

• Partnerships with LGUs, NGOs, and private sector for funding and logistics

This multi-pronged approach ensures that learning doesn’t just resume—it evolves.

Personal Insight

I remember visiting a school in Bohol years after the 2013 earthquake. The classrooms were rebuilt, but what stuck with me was the mural painted by students: “Learning never stops.” That spirit—of resilience, creativity, and community—is what makes the Visayas recovery story so powerful. It’s not just about rebuilding walls; it’s about rebuilding hope.

Conclusion

Learning recovery in the Visayas is a bold, necessary step toward safeguarding education in the face of disaster. With over 16,000 schools affected, DepEd’s strategy blends urgency with innovation, ensuring students continue to learn, grow, and thrive. What do you think makes a school truly resilient—and how can communities play a bigger role?

Why Class Resumption in Cebu Will Take a Month, According to DepEd

Imagine waking up to the ground shaking beneath you—and then realizing your school might not reopen for weeks. That’s the reality for thousands of students in Cebu after a powerful magnitude 6.9 earthquake rocked the region. The Department of Education (DepEd) has announced that the class resumption in Cebu could take up to a month.

The Earthquake That Shook the School System

On October 3, 2025, a magnitude 6.9 earthquake struck Central Visayas, with Bogo City bearing the brunt of the damage. While the tremors lasted only seconds, their impact on infrastructure—especially schools—was devastating.

• Bogo City alone reported 38 schools with significant damage.

• Regions 5, 6, and 7 collectively recorded over 5,587 classrooms with major structural issues.

• Aftershocks have made it difficult for engineers to assess the full extent of the destruction.

DepEd Undersecretary for Operations Malcolm Garma emphasized that the timeline for reopening schools hinges on the speed of reconstruction. “The estimate is really around 30 days to restore school operations, depending on how fast construction progresses,” he said in a radio interview.

Why Class Resumption in Cebu Will Take a Month

Rebuilding after a natural disaster isn’t just about pouring cement and hammering nails. It’s a complex process involving safety assessments, logistics, and coordination across multiple government agencies.

Here’s why DepEd estimates a month-long delay:

• 🏫 Structural Assessments: Engineers must inspect every affected school to ensure buildings are safe for occupancy. Aftershocks have delayed these inspections.

• 🧱 Reconstruction Timeline: Even minor repairs can take weeks. Major damage—like collapsed walls or compromised foundations—requires full rebuilds.

• 🚚 Logistics and Materials: Transporting construction materials to remote areas like Bogo City is a challenge, especially with damaged roads.

• 👷 Workforce Availability: Skilled labor is in high demand post-disaster, and crews are stretched thin across multiple regions.

• 📋 Bureaucratic Coordination: Permits, funding approvals, and inter-agency coordination can slow down the process.

In short, it’s not just about fixing buildings—it’s about rebuilding trust in their safety.

Home-Based Learning: A Temporary Lifeline

While classrooms are being repaired, DepEd is rolling out home-based learning for affected students. This isn’t the first time the Philippines has leaned on remote education—pandemic-era modules and online classes laid the groundwork.

According to Garma:

• Modules have been pre-positioned in field offices.

• Local DepEd units are ready to distribute learning materials.

• Students will continue their education from home until schools are deemed safe.

This approach ensures continuity, but it’s not without challenges:

• Not all students have access to stable internet or digital devices.

• Parents may struggle to facilitate learning at home.

• Teachers must adapt lesson plans for modular formats.

Still, it’s a crucial stopgap that keeps education moving forward.

The Ripple Effect Across Regions

Although Cebu is the focal point, the earthquake’s impact spans multiple provinces:

• Region 5 (Bicol), Region 6 (Western Visayas), and Region 7 (Central Visayas) all reported major school damage.

• Over 5,500 classrooms across these regions are currently unusable.

• Some areas remain inaccessible due to ongoing aftershocks and debris.

This widespread disruption means thousands of students are affected—not just in Cebu, but across the Visayas.

What Happens Next?

DepEd is working closely with local governments, engineers, and disaster response teams to fast-track recovery. Here’s what’s on the horizon:

• 📍 Rapid Assessments: As aftershocks subside, teams will conduct full inspections.

• 🏗️ Temporary Learning Spaces: Tents or makeshift classrooms may be set up in safe zones.

• 💰 Funding Allocation: Emergency funds will be released to support reconstruction.

• 📚 Psychological Support: Counseling services may be offered to help students cope with trauma.

The goal is not just to rebuild schools—but to restore a sense of normalcy.

Personal Insight

I remember missing school for a week after a typhoon hit our town years ago. At first, it felt like a break—but soon, I missed the routine, the chatter, the structure. For students in Cebu, a month away from school isn’t just a logistical challenge—it’s an emotional one. Learning is more than modules; it’s connection, curiosity, and community.

Conclusion

The class resumption in Cebu will take a month, not because of red tape, but because safety and preparedness come first. With thousands of classrooms damaged and aftershocks still rumbling, DepEd’s cautious approach is both necessary and compassionate. As students shift to home-based learning, the nation watches and hopes for a swift, safe return to school.

What do you think about DepEd’s response? Have you experienced school disruptions due to natural disasters? Share your thoughts below.

Why the DepEd-Tesda Agreement Could Transform Philippine Education

Imagine graduating high school not just with a diploma, but with real-world skills that employers are actively seeking. That’s the vision behind the new DepEd-Tesda agreement—and it’s not just a bureaucratic handshake. It’s a bold move to bridge the gap between classroom learning and industry demands. The DepEd-Tesda agreement is setting the stage for a more practical, empowered generation of Filipino students.

The Problem This Agreement Is Trying to Solve

For years, there’s been a quiet disconnect in the Philippine education system. Senior High School (SHS) students in the Technical-Vocational-Livelihood (TVL) track often graduate without the certifications or training that employers require. Teachers, while dedicated, sometimes lack the formal credentials to teach Tesda-regulated courses. The result? Students with potential—but not the paperwork or polish—to land middle-skill jobs.

This mismatch has been flagged repeatedly by education watchdogs like EDCOM 2, which found that while over half of SHS grads pursue higher education, many still end up in informal or underpaid jobs. That’s not just a missed opportunity—it’s a systemic flaw.

What the DepEd-Tesda Agreement Actually Does

Here’s where the new agreement steps in. Signed by Education Secretary Sonny Angara and Tesda Director General Kiko Benitez, the memorandum of agreement aims to align DepEd’s SHS TechPro track with Tesda’s training regulations. Translation? Teachers get upskilled, students get certified, and the curriculum finally speaks the language of employers.

Key Features of the Agreement

• 🧑‍🏫 DepEd will identify SHS TechPro teachers who need training or certification updates.

• 📚 Tesda will offer flexible training options—online and in-person—through its Trainers Methodology I (TM1) program.

• 🛠️ Curricula will be co-developed to meet Tesda’s official Training Regulations.

• 🎓 Students will undergo national certification assessments to validate their skills.

• 🔍 Joint monitoring will ensure quality and consistency across schools.

• 🧭 Mapping of tech-voc institutions will help expand the Joint Delivery Voucher Program (JDVP).

This isn’t just about paperwork—it’s about creating a seamless pathway from education to employment.

Why This Matters for Students and Teachers

Let’s talk impact. For teachers, this agreement means professional growth. They’ll gain access to formal training, certifications, and resources that elevate their teaching and credibility. For students, it’s a game-changer. Instead of graduating with vague competencies, they’ll leave school with industry-aligned skills and a Tesda certificate in hand.

Surprising Facts That Make This Agreement Stand Out

• 💡 SHS graduates who undergo Tesda-aligned training are more likely to land middle-skill jobs and earn higher wages than junior high school grads.

• 📈 The Philippine Institute of Development Studies found that SHS attendance boosts employability and income potential.

• 🧭 The JDVP allows students to take tech-voc electives in partner institutions, giving them more choices and exposure.

• 🏭 Tesda’s involvement ensures that the skills taught are exactly what industries need—no fluff, no filler.

• 🌍 The agreement aims to make Filipino graduates globally competitive, not just locally employable.

The DepEd-Tesda Agreement in Action

This isn’t just a theoretical framework—it’s already rolling out. Starting June 2026, pilot programs will begin implementing the enhanced SHS TechPro track. Teachers will be enrolled in TM1 courses, and students will start seeing more relevant electives and immersion opportunities.

Expect to see:

• More SHS students taking certification exams.

• Teachers with Tesda credentials leading classes.

• Industry partners offering internships and work immersion slots.

• A tighter feedback loop between schools and employers.

Personal Insight

As someone who’s seen friends struggle to find decent jobs after high school, this agreement feels like a breath of fresh air. It’s not just about fixing a broken system—it’s about giving students a fighting chance. I remember one classmate who could fix anything with wires and motors, but without a certificate, he ended up in a low-paying gig. If this agreement had been in place back then, his story might’ve turned out differently.

Conclusion

The DepEd-Tesda agreement is more than a policy—it’s a promise to equip students with real-world skills and give teachers the tools to deliver them. By aligning education with industry needs, it’s setting the stage for a more empowered, employable generation. If you’re a student, teacher, or parent, this is one development worth watching.

What do you think—will this agreement finally close the gap between school and work? Let’s talk in the comments.

DepEd’s New Guidelines on Inclusive Learning Resource Centers

Ever wondered how schools can truly become welcoming for every child, no matter their ability? That’s exactly what the new DepEd guidelines on Inclusive Learning Resource Centers (ILRCs) aim to do. This is a huge step toward making education accessible, fair, and empowering for learners with disabilities across the Philippines.

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What Are Inclusive Learning Resource Centers?

Inclusive Learning Resource Centers, or ILRCs, are specialized facilities designed to support learners with disabilities while also assisting educators. They’re not just buildings—they’re hubs of services, resources, and training.

Here’s what they do:

• Provide assistive technologies like screen readers, hearing aids, or adapted keyboards.

• Offer specialized materials such as Braille books or visual learning tools.

• Support teachers with training on inclusive teaching strategies.

• Serve as safe spaces for collaboration among educators, families, and communities.

Under the law (Republic Act No. 11650), every city and municipality must have at least one ILRC, either newly built or converted from existing Special Education (SPED) centers.

Click here to read DepEd Order No. 032, s. 2025

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Why These Centers Matter

In the Philippines, many children with disabilities are left out of school due to lack of resources, stigma, or inaccessible classrooms. ILRCs directly address this gap.

A few key facts stand out:

• According to the DepEd Order No. 032, s. 2025, ILRCs will prioritize areas with the highest number of learners with disabilities.

• They must comply with BP Blg. 344 (Accessibility Law), meaning ramps, wide doors, and other accessibility features are non-negotiable.

• Each center must include gender-neutral and inclusive facilities to ensure fairness for all students.

These guidelines make it clear: education is a right, not a privilege.

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How Will Schools Qualify for ILRCs?

Not every school will immediately get an ILRC. DepEd has set minimum requirements to make sure the resources are used where they’re most needed.

Here’s a simplified look:

• Schools must show high enrollment of learners with disabilities (diagnosed or undiagnosed).

• The location should be accessible to nearby schools and learning centers.

• The school lot must be fully owned or officially donated to DepEd.

• At least 453.88 sqm. of buildable land space is required.

The process involves multiple layers of validation: school heads submit documents → division superintendents evaluate → regional offices inspect → DepEd Central Office gives final approval.

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The Bigger Picture

ILRCs aren’t just for learners—they’re for teachers, too. These centers will provide professional development, giving educators the tools to create more inclusive classrooms.

Also, partnerships matter. Local government units (LGUs) and even NGOs will play a big role in building and sustaining ILRCs. Collaboration ensures that education reform doesn’t stop at the classroom door but becomes a community-wide effort.

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Personal Insight

I think what’s most powerful here is the sense of equality these centers bring. I grew up knowing classmates who struggled in school simply because the system wasn’t designed for them. With ILRCs, that barrier is finally breaking. It makes me hopeful that kids today will have opportunities my peers never had.

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Moving Forward

The new DepEd guidelines on Inclusive Learning Resource Centers highlight one truth: when schools adapt to every learner, everyone benefits. These centers promise not just accessibility but empowerment.

Do you think your community is ready for its own ILRC? How would it change the lives of students around you?

DepEd Performance Management Cycle for Teachers: A Complete Guide

Every school year, teachers in DepEd — including Alternative Learning System (ALS) teachers stationed in Community Learning Centers (CLCs) and Schools Division Offices (SDOs) — go through a structured Performance Management Cycle. This system ensures that teaching standards remain aligned with the Philippine Professional Standards for Teachers (PPST) while also supporting teacher growth and professional development.

In this post, we’ll break down the phases, timeline, and tools involved in the performance evaluation process, making it easier for teachers to understand and prepare.

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📌 The Four Phases of Teacher Performance Management

DepEd follows a cycle composed of four key phases that cover the entire school year:

Phase I: Performance Planning and Commitment

📅 Timeline: From one (1) month before to one (1) month after the official start of classes.

This stage sets the foundation. Teachers (ratees) and their supervisors (raters) agree on clear goals and expectations. Tools like the Self-Assessment Tool (SAT), Individual Performance Commitment and Review Form (IPCRF), and Individual Development Plan (IDP) are accomplished here.

Alignment is done with professional standards and competencies based on PPST. Teachers commit to performance targets, ensuring accountability and clarity at the start of the school year.

Click here to read DepEd Memo No. 089 s. 2025

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Phase II: Performance Monitoring and Coaching

📅 Timeline: Throughout the school year (1st to 4th quarter).

This is the longest phase — focused on growth and continuous improvement. It involves:

• Regular walkthroughs and short observations (10–15 minutes) for feedback.

• Two full-period classroom observations per year (1st–2nd quarter, then 3rd–4th quarter).

• Ongoing coaching, mentoring, and technical assistance from raters.

• Documentation through the Performance Monitoring and Coaching Form (PMCF).

The goal here is not just evaluation but also supporting teachers in improving instructional practices.

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Phase III: Performance Review and Evaluation

📅 Timeline:

• Mid-Year Review: 5 months after classes begin.

• Year-End Review: After the last day of classes but before the next school year starts.

This stage consolidates teacher performance. Using the IPCRF, raters and ratees review progress and assess whether professional standards and learner targets were achieved.

Teachers receive formal ratings here — but more importantly, they reflect on what worked well and what still needs improvement.

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Phase IV: Performance Rewarding and Development Planning

📅 Timeline: After the last day of classes and before the next school year.

Teachers are recognized and rewarded for their performance. At the same time, the IDP is finalized based on the year’s evaluation. This ensures that growth continues into the next performance cycle.

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📋 Tools Used in the Performance Cycle

The performance management system uses standardized tools to ensure fairness and alignment with DepEd policies:

• IPCRF (Individual Performance Commitment and Review Form): Captures teacher performance based on PPST indicators.

• SAT (Self-Assessment Tool): Helps teachers reflect on strengths and areas for improvement.

• IDP (Individual Development Plan): Outlines professional development goals.

• COT (Classroom Observation Tool): Measures teaching performance during classroom observations.

• PMCF (Performance Monitoring and Coaching Form): Records coaching feedback and progress.

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🎯 Career Stages and PPST Indicators

Teachers are rated according to their career stage under PPST:

• Teacher I–III: Beginning → Proficient

• Teacher IV–VII: Proficient

• Master Teacher I–II: Highly Proficient

• Master Teacher III–V: Distinguished

Each stage has a corresponding set of PPST indicators (classroom-observable and non-classroom observable), ensuring that evaluation is fair and aligned with the teacher’s level.

For example:

• Beginning Teachers are expected to consolidate skills and seek mentoring.

• Proficient Teachers demonstrate independence in lesson planning and delivery.

• Highly Proficient Teachers serve as mentors and models.

• Distinguished Teachers embody leadership, innovation, and global best practices.

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✨ Why This Matters for Teachers

This structured cycle may seem technical, but it ensures three important things:

1. Clarity of Expectations – Teachers know what standards they are being measured against.

2. Professional Growth – The cycle emphasizes reflection, mentoring, and continuous improvement.

3. Recognition and Rewards – Strong performance is acknowledged and contributes to career progression.

In short, the DepEd Performance Management Cycle is not just about evaluation — it’s about building a supportive system where teachers are guided, developed, and celebrated.

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📌 Key Takeaway

All DepEd teachers, including those in ALS, must undergo the Performance Management Cycle annually, following the phases of planning, monitoring, reviewing, and rewarding. Anchored in the PPST, this system ensures quality teaching and supports the lifelong professional growth of Filipino educators.

DepEd Order No. 031, s. 2025: Teachers’ Salary Subsidy Raised to ₱24,000 for Private JHS Teachers

Good news for private junior high school teachers! The Department of Education (DepEd) has released DepEd Order No. 031, s. 2025, amending the provisions of DO No. 20, s. 2017. Starting School Year (SY) 2025–2026, the Teachers’ Salary Subsidy (TSS) will increase from ₱18,000 to ₱24,000 per year.

This adjustment is part of the government’s ongoing effort to support private school teachers handling Educational Service Contracting (ESC) grantees, recognizing their important role in delivering quality education alongside the public school system.

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What is the Teachers’ Salary Subsidy (TSS)?

The TSS is a government subsidy provided to qualified teachers in private junior high schools that participate in the Educational Service Contracting (ESC) program. It serves as additional financial support for teachers handling ESC grantees.

Under DO No. 20, s. 2017, the subsidy was previously set at ₱18,000 per teacher per school year, unless adjusted by the State Assistance Council (SAC).

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Key Change Under DepEd Order No. 031, s. 2025

1. Increase in Subsidy Amount

• From ₱18,000 → ₱24,000 per teacher per school year, effective SY 2025–2026.
• Approved by the State Assistance Council (SAC) through an ad referendum in 2025.

2. Eligibility Requirements

• Teachers must handle ESC grantees for the entire school year to receive the full ₱24,000.
• If a teacher was hired after the start of classes, resigned, or retired before the end of the SY, the subsidy will be pro-rated at ₱2,000 per full month of service.
• No subsidy will be given for partial or incomplete months of teaching.

3. Sample Computations

• Full Year Service (12 months): ₱24,000 (₱2,000 × 12)
• Partial Service (e.g., 3 months): ₱6,000 (₱2,000 × 3)
• Less than a full month of service: ₱0

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Why This Matters for Private School Teachers

1. Financial Relief: With rising costs of living, the ₱6,000 increase offers meaningful support to private JHS teachers.
2. Recognition of Role: The amendment highlights the government’s acknowledgment of private teachers as partners in ensuring access to quality education.
3. Fairer Distribution: The pro-rata system ensures that subsidies are aligned with the actual teaching service rendered.

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Implementation Details

• DepEd will remit the funds to ESC-participating junior high schools.
• Schools will disburse the subsidy directly to qualified teachers.
• The new guidelines apply starting SY 2025–2026 and onwards, unless further amended by SAC.

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Conclusion

DepEd Order No. 031, s. 2025 is a welcome update for many teachers in private junior high schools. By increasing the Teachers’ Salary Subsidy to ₱24,000, the government is reaffirming its commitment to support educators and improve the delivery of education nationwide.

Teachers are encouraged to stay updated with their school heads and the DepEd Government Assistance and Subsidies Service (GASS) for further details on implementation.

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FAQs

Q1: Who is eligible for the TSS?
Only teachers in ESC-participating private junior high schools who handle ESC grantees.

Q2: Will the subsidy be given monthly?
No. The subsidy is computed annually, but distributed by the school after DepEd releases the funds.

Q3: What if I only taught for 5 months?
You will receive ₱10,000 (₱2,000 × 5 full months).

Q4: What if I resign mid-month?
You won’t receive a subsidy for that incomplete month.