TWO-DECADE DILEMMA: PHL Classroom Shortage Will Take 20 Years to Resolve

By Francis Allan L. Angelo

The Philippines faces a daunting challenge in its education sector: a severe classroom shortage that, at the current pace, will take over two decades to resolve.

The crisis, affecting millions of students, requires immediate and innovative solutions beyond traditional construction methods, according to the Second Congressional Commission on Education (EDCOM II).

The staggering backlog of 165,443 classrooms is a stark reminder of the long-standing neglect and systemic issues plaguing the Philippine education system.

Over 5.1 million students are classified as “aisle learners”, meaning they do not have a proper classroom, and are forced to learn in overcrowded spaces or hallways.

TROUBLING TREND

The completion rate of classroom construction has been in decline over the past 5 years. In 2022, no new classrooms were built using new appropriations.

Only 847 classrooms (12% of the required number) were expected to be completed by December 2024. This slow pace is compounded by the underutilization of funds.

The Basic Education Facilities Fund, which peaked at Php 118 billion in 2017, has been drastically reduced to Php 28 billion by 2025 due to underutilization.

While DepEd estimates that Php 105 billion is needed annually to address the classroom shortage, assuming a need for 12,000 classrooms each year, the proposed budget for 2025 includes only Php 7.2 billion for constructing about 6,648 new school buildings. This is far below the required amount and highlights the financial constraints that slow down the progress.

Regional disparities exacerbate the problem. Urban areas struggle with high population density and severe classroom congestion, while rural areas face unique challenges that include dilapidated school facilities and underutilized spaces. Many schools have also resorted to double and triple shift schedules to maximize the use of existing facilities, a practice that has been in place since the 1990s.

ROOT CAUSES

The report points to several interconnected factors contributing to the classroom crisis:

• Slow and Inefficient Construction: The traditional construction process is plagued by delays.
• Bottlenecks in the Project Cycle: Planning and procurement delays, design modifications, failed biddings, and contract cancellations hinder the delivery of classrooms.
• Outdated Data: Data used to determine classroom shortages is often outdated by as much as three years.
• Costing Mismatches: There are inconsistencies in costing across agencies, with DepEd using a lower cost per classroom than the DPWH.
• Lack of Buildable Space: Limited buildable space, site availability, and site ownership disputes contribute to delays.
• Population Growth: Rapid population growth and changing needs continue to outpace the government’s capacity to build.
• Insufficient Coordination: There is insufficient coordination between the National Housing Authority (NHA) and DepEd, causing delays in school construction in resettlement sites.
• Centralized Governance: Centralized governance and resource allocation impede efforts to address the classroom backlog.

INNOVATIVE SOLUTIONS

EDCOM II emphasizes that resolving the classroom shortage requires a multi-faceted approach, going beyond simply building more traditional classrooms. The report calls for:

• Data Clarity: Accurate and timely data on the actual classroom backlog is needed.
• Prioritization: Focus on congested areas with multiple shifts and “isolated public schools”.
• Accountability: Clear accountability between the DPWH and DepEd.
• Improved Coordination: Enhanced coordination between DepEd, the Department of Human Settlements and Urban Development, the NHA, and the DILG regarding school allocation in housing projects.
• Policy Amendments: Amend policies to ensure that education implications are considered in housing projects.
• Strategic use of Vouchers: Leveraging Education Service Contracting (ESC) and senior high school (SHS) vouchers to address severe congestion in public schools.
• Public-Private Partnerships: Exploring public-private partnerships to accelerate classroom construction.
• Context-Responsive Designs: Developing context-responsive designs for school buildings relative to the environment.
• Prefabricated Buildings: Exploring technology for prefabricated school buildings to accelerate construction.
• Mid-Rise Buildings: Building mid-rise multistory buildings to maximize buildable spaces.
• Integrated School Congestion Analysis: Integrating school congestion analysis into planning processes at all levels.
• School Networks Analysis: Analyzing schools as interconnected networks to assess capacities more accurately.
• Resource Reallocation: Reallocating resources within divisions to address inequities.
• Disaster-Resistant Buildings: Focusing on building stronger, disaster-resistant school buildings in high-risk areas.
• Flexibility in Allocation: Implementing mechanisms to reallocate excess classrooms and explore referral systems for student redistribution across public schools.

LIFELINES

The report underscores that the current trajectory is insufficient and that continuing with the status quo will result in millions of students being deprived of a conducive learning environment for years to come.

The Commission advocates for the implementation of diverse strategies, improved coordination, and innovative funding solutions.

“We must focus on what is most urgent and foundational,” the report states. “Early childhood education, nutritional support during the first 1,000 days of life, and literacy by the end of Grade 3 are not just benchmarks—they are lifelines. If we fail to establish these cornerstones, the rest of the structure cannot stand.”

The Second Congressional Commission on Education (EDCOM II) was established by the Philippine Congress to conduct a comprehensive review of the country’s education system. Through this initiative, the government seeks to identify persistent challenges, propose meaningful reforms, and develop policies aimed at improving both the quality and accessibility of education across the nation.

Created through Republic Act No. 11899, which was signed into law in July 2022, EDCOM II is tasked with addressing systemic issues that hinder the effectiveness of the education sector. These challenges include concerns over learning outcomes, teacher quality, governance structures, funding mechanisms, and infrastructure development. By assessing these key areas, the commission aims to lay the groundwork for sustainable and impactful reforms.

The commission is composed of representatives from the Senate and House of Representatives, as well as experts specializing in education, policy, and governance. Their combined expertise is expected to guide the formulation of evidence-based solutions that will shape the future of the Philippine education system.

Operating over a three-year period (2023-2025), EDCOM II is set to deliver a final report containing its findings and legislative recommendations. The ultimate goal is to ensure that the country’s education system remains aligned with national development priorities while equipping Filipino learners with the skills needed to compete in an increasingly globalized world.