VP Sara Duterte Says Zaldy Co Tied to DepEd Laptop Scandal

When laptops meant for teachers end up making headlines for all the wrong reasons, you know something’s off. That’s exactly what happened with the DepEd laptop scandal, and now Vice President Sara Duterte has added a new twist: she says former lawmaker Zaldy Co was linked to the controversial deal.

The Laptop Deal That Sparked Outrage

The Department of Education (DepEd) rolled out a laptop procurement program during the pandemic. The goal was simple—equip teachers for online learning. But the results? Not so simple.

• The laptops were overpriced compared to market rates.

• They were underpowered, leaving many teachers frustrated.

• The contractor, Sunwest, was later flagged for possible political connections.

Instead of empowering educators, the deal became a symbol of wasted funds and questionable decisions.

Duterte’s Revelation

In a press briefing, Duterte revealed that she used confidential funds while serving as Education Secretary to investigate the case. She claimed her office traced the laptops back to Sunwest, a company allegedly tied to Zaldy Co.

She also accused the Marcos administration of being selective in its investigations, saying cases often “die or are forgotten” once the Office of the President gets involved.

Did You Know?

The Philippines isn’t new to procurement controversies. From textbooks in the 1990s to medical supplies during the pandemic, watchdog groups have long pointed out how urgent government projects can become breeding grounds for corruption.

The Political Undercurrents

Duterte’s comments weren’t just about laptops. She also:

• Challenged President Marcos Jr. to take a drug test, calling refusal a “betrayal of public trust.”

• Criticized the signing of the 2025 national budget, calling it “doubtful.”

• Supported proposals for the Office of the Vice President to have its own charter and permanent staffing.

Meanwhile, Zaldy Co and his office have yet to issue a public response.

Quick Q&A

Q: Why does this matter to ordinary Filipinos?

A: Because billions of pesos in taxpayer money were involved, and the laptops were supposed to help teachers and students.

Q: Is Zaldy Co officially charged?

A: As of now, no formal charges have been filed. The allegations remain under scrutiny.

Q: Why is this story relevant globally?

A: Misuse of education funds is a worldwide issue. Wherever it happens, it undermines trust in government and hurts the very people—teachers and students—who need support most.

A Personal Take

I can’t help but think about the teachers who were counting on those laptops. Imagine preparing for online classes only to find your new device runs slower than your old one. It’s not just about money—it’s about dignity and respect for educators who carry so much of the nation’s future on their shoulders.

What Happens Next

The DepEd laptop scandal is more than a procurement issue—it’s a test of accountability. Whether or not Zaldy Co is proven to be involved, the case highlights how transparency and oversight are non-negotiable when billions are at stake.

Do you think confidential funds should be used for investigations like this, or should there be a different system for accountability?

Why the Modified Staffing Standards for Master Teacher Matter in Philippine Education

What makes a school thrive isn’t just the number of classrooms or textbooks—it’s the teachers who guide students every day. That’s why the Modified Staffing Standards for Master Teacher in the Philippines is such a big deal. It sets clear rules on how schools assign and recognize Master Teachers, ensuring that quality education isn’t left to chance.

What Are the Modified Staffing Standards for Master Teacher?

In simple terms, these standards are guidelines that determine how many Master Teacher positions a school can have and who qualifies for them. They were introduced under DepEd Order No. 024, s. 2025, which updated the way schools calculate teacher-to-Master Teacher ratios.

Here’s the breakdown:

• Ratio-based allocation: One Master Teacher is allowed for every 3 or 5 teachers in a subject, depending on the school’s needs.

• Inclusive counting: Teachers handling multiple subjects or teaching outside their specialization are still counted, as long as their assignments are reflected in the official School Form 7.

• Qualification rules: To apply, a teacher must have the right academic specialization. If not, they need at least five years of teaching experience in that subject, backed by class programs and work experience records.

• Recognition of Prior Learning (RPL): Experience and contributions to student outcomes are valued, even if a teacher’s degree isn’t a perfect match.

Why This Matters for Teachers and Students

The Modified Staffing Standards for Master Teacher isn’t just a bureaucratic update—it has real impact:

• Fair recognition: Teachers who’ve spent years teaching outside their original field finally get credit for their expertise.

• Better distribution: Schools can ensure that every subject area has strong leadership and mentoring.

• Career growth: It opens more opportunities for teachers to move up the professional ladder.

• Student outcomes: When teachers are properly recognized and supported, students benefit from higher-quality instruction.

Did You Know?

• The concept of Master Teacher in the Philippines dates back to the 1970s, when the government first created the position to reward excellence in teaching.

• Other countries, like Singapore and South Korea, also have similar systems where senior teachers mentor younger ones.

• In the U.S., the closest equivalent is often called a “mentor teacher” or “instructional coach.”

Common Questions About the Standards

Q: Can a teacher without a degree in a subject still become a Master Teacher in that area?

A: Yes, as long as they have at least five years of teaching experience in that subject and proper documentation.

Q: Why is School Form 7 so important?

A: It’s the official record of teaching assignments, making it the basis for validating who counts toward the ratio.

Q: Does this mean more Master Teacher positions will open up?

A: Potentially, yes—especially in schools with diverse subject offerings.

A Personal Take

I think this policy feels like a long-overdue nod to the reality of teaching. Many educators end up handling subjects outside their original specialization, and their hard work deserves recognition. It reminds me of my own teachers who wore multiple hats—teaching math in the morning, history in the afternoon, and still finding time to mentor students after class. Policies like this make sure their dedication doesn’t go unnoticed.

Wrapping It Up

The Modified Staffing Standards for Master Teacher is more than just paperwork—it’s a framework that values experience, fairness, and quality in education. By recognizing both academic specialization and years of service, it ensures that schools have strong mentors guiding the next generation of learners. What do you think—should more countries adopt similar systems to honor their teachers?

Here Is the Link For Submission of eSF7 for School Year 2025-2026

Thinking about the small but important admin tasks that keep a school running? The Submission of eSF7 for school year 2025-2026 is one such task that affects planning, funding, and staffing for the next school year. This friendly guide walks you through what to do, when to do it, and a few practical tips to avoid rework.

Why the eSF7 Matters

The Submission of eSF7 for school year 2025-2026 collects final enrollment numbers, gender breakdowns, and grade-level totals that feed into district and national planning. Accurate data supports teacher allocation, classroom planning, budgeting, and education policy decisions. Treating this form as a priority helps your school and community get the resources they need.

Step-by-Step Guide To Completing eSF7

1. Obtain the official eSF7 Excel template and user manual from your division or the DepEd site. https://bit.ly/eSF7

2. Open the Excel template and follow each sheet in order; use the user manual as your checklist to fill fields correctly.

3. Use formulas for totals rather than typing numbers to reduce arithmetic errors; cross-check overall enrollment, male/female counts, and grade subtotals.

4. Print the completed form, have the authorized school head sign the printed copy, then scan the signed page into a single PDF. Many divisions require both the Excel file and the scanned signed PDF.

5. Name files exactly as your division requests (for example: eSF7_Division_SchoolID_SchoolName_SY25-26) to speed processing.

6. Upload via the division portal or email the Excel and signed PDF to the designated inbox before the deadline. Save confirmation receipts, timestamps, or portal confirmations for audit trail.

Common Submission Routes and Deadlines

• Many Schools Division Offices (SDOs) provide secure upload portals; some still accept emailed Excel + PDF pairs.

• Deadlines in 2025 commonly fell in late August, though exact dates vary by division. Always check your division memorandum for the authoritative schedule and route.

Practical Tips To Avoid Rework

• Validate your totals twice and keep a peer reviewer if possible.

• Ensure the printed PDF is signed and dated by an authorized signatory; unsigned PDFs usually trigger re-submission.

• Follow file-naming conventions precisely to reduce manual handling delays.

• Include a short explanatory note in the submission email for anomalies like transferred students or merged classes.

Did You Know?

The eSF7 replaced older paper-based reporting systems; moving to electronic submission greatly sped up national-level aggregation and improved the accuracy of trend analysis.

Mini Q&A

Q: Who needs to submit eSF7? A: Public elementary and secondary schools typically submit eSF7; private school requirements may vary—refer to your division memo.

Q: What happens if I miss the deadline? A: Contact your SDO immediately; late submissions can delay consolidation and might require formal explanation.

Q: Can I correct a submitted eSF7? A: Many divisions allow corrected uploads within a short correction window; keep documentation of changes and confirmations.

Background and Useful Context

• The Department of Education has steadily pushed for electronic reporting to improve turnaround and reduce data entry errors.

• The dual requirement (Excel template + signed PDF) balances machine-readability with verification of authenticity.

• File-naming rules and portal uploads help large offices automate intake and avoid manual sorting.

• Some divisions issue addenda after the initial memo; checking for follow-up circulars can prevent surprises.

Personal Touch

I know a school registrar who made a simple two-person routine: one person fills the sheet, another verifies figures and filenames. That small habit cut re-submissions and late-night stress by half. Little systems like that make bureaucratic work feel more human and far less frantic.

Finish your files early, double-check signatures and filenames, and keep the submission receipt safe. The Submission of eSF7 for school year 2025-2026 is a quick but crucial step that helps schools run better—what’s the one checklist item you never skip?

Why Class Suspensions in the Philippines Are More Than Just a Day Off

What’s the first thing that comes to mind when you hear “class suspension”? For students, it might sound like an unexpected holiday. But in the Philippines, class suspensions are often tied to something much bigger—safety during disasters. The Department of Education (DepEd) recently reminded the public that these suspensions are preventive measures, not panic signals.

Why Class Suspensions Matter

In a country like the Philippines, where typhoons, earthquakes, and volcanic activity are part of life, class suspensions are a vital safety tool. DepEd emphasizes that suspending classes doesn’t always mean danger is right outside the door. Instead, it’s about keeping students, teachers, and school staff safe before risks escalate.

Here’s how it works:

• Regional and Division Offices of DepEd can declare suspensions.

• They coordinate with local government units (LGUs) to ensure consistency.

• Parents and guardians are encouraged to monitor official announcements.

This system helps avoid confusion and ensures that safety comes first.

A Long History of Safety First

The Philippines has been practicing preventive class suspensions for decades. It’s part of a broader culture of disaster preparedness.

• Typhoon-prone nation: The Philippines experiences an average of 20 tropical cyclones a year.

• Earthquake belt: Located along the Pacific “Ring of Fire,” the country is no stranger to seismic activity.

• Volcanic eruptions: From Mount Pinatubo in 1991 to Taal Volcano in 2020, eruptions have disrupted daily life.

Each of these events has shaped how schools and communities respond to threats.

Did You Know?

In 1976, a massive earthquake in Mindanao led to a tsunami that killed thousands. Since then, disaster preparedness has been a cornerstone of Philippine education policies. Class suspensions are just one part of that larger safety net.

Common Questions About Class Suspensions

Q: Does a suspension mean danger is already happening?

A: Not always. Many suspensions are preventive, meant to avoid putting students at risk.

Q: Who decides when to suspend classes?

A: DepEd regional and division offices, often in coordination with local governments.

Q: How do parents stay updated?

A: By following DepEd’s official social media pages and local government announcements.

Why This Matters Beyond the Philippines

For readers outside the Philippines, class suspensions might sound unusual. In the U.S., for example, schools close for snow days. In Japan, earthquake drills are routine. The idea is the same: education is important, but safety comes first.

This global perspective shows how communities adapt to their unique risks. Whether it’s snow, storms, or seismic shifts, schools everywhere balance learning with protection.

A Personal Take

I still remember waking up to the sound of rain pounding on the roof, waiting for the radio to announce if classes were suspended. As a kid, it felt like a bonus day off. But as I got older, I realized those decisions weren’t about convenience—they were about safety. Looking back, I’m grateful for the system that put our well-being first, even if it meant missing a lesson or two.

Staying Safe Together

Class suspensions in the Philippines are more than just a break from school—they’re a reminder that safety is a shared responsibility. DepEd’s preventive approach ensures that children, teachers, and families are protected before disaster strikes.

What do you think about how different countries handle school closures for safety? Share your thoughts in the comments—I’d love to hear your perspective.

No Wrong Door Policy: How FOI Requests Find the Right Home

What happens when you ask a government office for information, but it turns out they don’t actually have it? That’s where the No Wrong Door Policy comes in. It’s a system designed to make sure your Freedom of Information (FOI) request doesn’t get lost in bureaucratic limbo. Instead of being turned away, your request is passed along to the right agency—like a letter being forwarded to the correct address.

What the No Wrong Door Policy Means

At its core, the No Wrong Door Policy ensures that every FOI request is accepted, even if it lands on the wrong desk. Instead of rejecting the request, the receiving agency must:

• Refer it to the correct agency within three working days

• Notify the requesting party about the referral

• Keep the process moving without unnecessary delays

This policy was reinforced in the Philippines through DepEd Memorandum No. 095, s. 2025, which builds on earlier guidelines from 2021. But the idea isn’t unique to one country—many governments worldwide are adopting similar approaches to improve transparency and public trust.

How the Process Works Step by Step

The flowchart included in the memorandum makes the process easy to follow:

1. Requesting Party submits an FOI request.

2. Government Agency 1 (GA1) receives it.

   • If GA1 is the right agency, they process it.

   • If not, they must refer it within three days.

3. Government Agency 2 (GA2) takes over.

   • If GA2 is correct, they handle it.

   • If not, they can make a second referral.

4. Government Agency 3 (GA3) is the final stop.

   • If GA3 is correct, they process it.

   • If not, the request is marked unprocessed.

The entire FOI process should take 15–35 working days, depending on complexity.

Why This Policy Matters

The No Wrong Door Policy is more than just paperwork—it’s about accountability. Here are a few reasons it’s important:

• Breaks down silos: Government agencies often work in isolation. This policy forces collaboration.

• Saves time for citizens: Instead of restarting the process, requests are redirected seamlessly.

• Builds trust: People are more likely to engage with government when they know their requests won’t be ignored.

• Global relevance: Similar “no wrong door” approaches exist in healthcare, social services, and education worldwide.

Did You Know?

The concept of “no wrong door” actually started in public health and social services. It was designed so that people seeking help—whether for housing, healthcare, or education—wouldn’t be turned away just because they knocked on the “wrong” office door. The FOI system simply borrowed the same principle.

Common Questions About FOI Referrals

Q: What happens if the first agency forgets to refer my request? A: The FOI Receiving Officer (FRO) must still act on it within the remaining response period.

Q: Can my request bounce around endlessly? A: No. The policy allows only two referrals. After that, the process stops.

Q: Do I get updates? A: Yes. Each referral requires the agency to notify you and provide contact details for the new office.

A Personal Take

I’ve had my fair share of waiting in government offices, clutching forms and wondering if I was in the right place. That’s why I find the No Wrong Door Policy refreshing—it acknowledges the reality that most people don’t know which agency holds which records. Instead of punishing citizens for not being experts in bureaucracy, it shifts the responsibility to the government to guide the request properly. That feels like progress.

Wrapping It Up

The No Wrong Door Policy makes FOI requests smoother, fairer, and more transparent. By ensuring that no request is outright rejected, it helps citizens access information without unnecessary frustration. What do you think—does this kind of policy make you more likely to file a request, or do you still find government processes intimidating?

National Indigenous Peoples Month 2025: Honoring Heritage, Shaping the Future

What does it mean to celebrate a nation’s roots while looking toward the future? This October, the Philippines observes National Indigenous Peoples Month 2025, a time to recognize the wisdom, traditions, and rights of Indigenous communities across the country. Guided by DepEd Memorandum No. 094, s. 2025, the celebration reminds us that cultural heritage is not just about the past—it’s a living guide for the generations ahead.

Why the Philippines Celebrates National Indigenous Peoples Month

The observance is rooted in Presidential Proclamation No. 1906 (2009) and the Indigenous Peoples Rights Act (RA 8371). These laws ensure that Indigenous Peoples (IPs) are recognized as vital contributors to the nation’s identity.

DepEd plays a central role through its Indigenous Peoples Education (IPEd) Program, which began in 2015. Now entering its second decade, the program focuses on:

• Curriculum contextualization – adapting lessons to reflect Indigenous knowledge and practices.

• Community collaboration – involving elders, culture bearers, and parents in education.

• Cultural preservation – ensuring that Indigenous Knowledge Systems and Practices (IKSPs) remain relevant in modern times.

The 2025 Theme: A Future Forged with Indigenous Wisdom

This year’s theme, “Ating Pandayin ang Kinabukasan, Gabay ang Katutubong Karunungan at Karapatan” (Let’s Forge the Future, Guided by Indigenous Wisdom and Rights), emphasizes two key ideas:

1. Heritage as a compass – Indigenous traditions are not relics; they are practical guides for sustainable living and community resilience.

2. Rights as protection – Upholding the rights of IPs ensures that their voices remain strong in shaping national progress.

Did You Know?

• The Philippines is home to 110 recognized ethno-linguistic groups, each with unique traditions, languages, and governance systems.

• Indigenous weaving, such as the T’nalak of the T’boli and the Inabel of the Ilocano, is considered both art and storytelling.

• Many Indigenous farming practices, like kaingin (swidden farming), are rooted in ecological balance and sustainability.

How Schools and Communities Will Celebrate

DepEd encourages schools and regional offices to hold activities that are culturally appropriate and inclusive, such as:

• Integrating Indigenous themes into classroom lessons.

• Hosting dialogues with community elders and leaders.

• Featuring Indigenous arts, music, and storytelling in school programs.

• Displaying banners and advocacy materials in DepEd offices.

Importantly, celebrations should not disrupt regular classes but instead enrich learning experiences.

Common Questions

Q: Why is Indigenous education important today? A: It ensures that young learners, especially from IP communities, see their culture reflected in school, fostering pride and identity.

Q: How does technology fit into Indigenous education? A: DepEd highlights that digital tools can support learning while still respecting and preserving traditional knowledge.

A Personal Reflection

I find this observance inspiring because it bridges the gap between tradition and modernity. It’s easy to think of culture as something frozen in time, but Indigenous wisdom shows us how adaptable and resilient communities can be. Personally, I think of it as a reminder that progress doesn’t mean leaving heritage behind—it means carrying it forward in new ways.

Moving Forward Together

National Indigenous Peoples Month 2025 is more than a commemoration—it’s a call to action. By valuing Indigenous knowledge and rights, the Philippines ensures that cultural diversity remains a source of strength. The theme reminds us that the future is best built when guided by the wisdom of the past.

How do you think Indigenous traditions can inspire solutions to today’s challenges? Share your thoughts—we’d love to hear them.

Why DepEd’s New Order on School Conversion Matters for Philippine Education

What does it really mean when a school is given more control over its own budget? In the Philippines, the Department of Education (DepEd) has just updated its rules through DepEd Order No. 033, s. 2025, and it’s a big deal. This order lays out how schools can be converted from non-implementing units (non-IUs) to implementing units (IUs) — in other words, schools that can finally manage their own funds.

This might sound technical, but it’s actually about giving schools more independence, flexibility, and accountability. Let’s break it down.

What Is an Implementing Unit?

In DepEd’s language, an implementing unit (IU) is a school that has fiscal autonomy. That means it can directly receive and manage its Maintenance and Other Operating Expenses (MOOE) funds.

A non-implementing unit (non-IU), on the other hand, relies on its division office to handle the money. This often slows down decision-making and limits how quickly schools can respond to their own needs.

By converting more schools into IUs, DepEd is pushing for decentralization — letting schools take charge of their own resources.

The Step-by-Step Process

The new order provides a clear flowchart for how schools move from non-IU to IU status. Here’s the simplified version:

1. Identification – Finance Service divisions (FS-BD and FS-AD) list schools that are still non-IUs and recommend them for conversion.

2. Verification – Regional and division offices confirm if these schools are ready.

3. DBM Coordination – The Department of Budget and Management (DBM) issues or activates organization codes for the schools.

4. Budget Release – Once approved, DepEd’s Finance Service releases the school’s budget, Sub-Allotment Release Order (Sub-ARO), and Notice of Cash Allocation (NCA).

5. Monitoring & Reporting – Schools must report how funds are used, with DepEd conducting assessments and year-end reviews.

📌 Timeline: Most of these steps happen between January and May of the year, ensuring schools are ready to operate with autonomy before midyear.

Criteria for Conversion

Not every school can immediately become an IU. According to the order, a school must:

• Have an organization code from DBM.

• Have a filled principal position (no vacancy).

• Have financial staff (bookkeeper and disbursing officer) in place.

DepEd also promises technical assistance so schools can meet reporting requirements for agencies like the Commission on Audit (COA) and Congress.

Did You Know?

• The original guidelines for school establishment and conversion were issued in DepEd Order No. 40, s. 2014.

• The Philippines has over 47,000 public schools, and many are still non-IUs.

• The push for decentralization aligns with global education trends, where local schools are empowered to make faster, context-based decisions.

Why This Matters

Giving schools fiscal autonomy isn’t just about money. It’s about trust and empowerment. A principal who can directly allocate funds can fix a leaking roof, buy classroom supplies, or support student programs without waiting months for approval.

As someone who’s seen how bureaucracy can slow down even the simplest school projects, I think this move is both practical and overdue. Of course, it also means schools need strong accountability systems — but that’s part of the learning curve.

Moving Forward

DepEd Order No. 033, s. 2025 is more than just paperwork. It’s a step toward making schools more responsive, efficient, and independent. By converting non-implementing units into implementing units, the Department of Education is betting on decentralization as a way to improve public education.

What do you think — should more schools be given fiscal autonomy, or does it risk overwhelming smaller institutions?