Education chief Sonny Angara said this as he emphasized that the need to prioritize areas facing the most severe shortages.
In a statement, the Department of Education assurer commitment to the equitable allocation of infrastructure and stressed that the provision of classrooms must address the specific needs of schools.
Angara highlighted that DepEd incorporates data-driven standards into its construction strategy.
Furthermore, he also took note of a report from the Second Congressional Commission on Education (EDCOM 2), based on the initial allocation plan for 2026, where the allocation gap for local government units (LGUs) that face the highest projected shortages was listed.
Angara said that through DepEd Memorandum No. 038, s. 2026, the assessment of classroom needs and validated priority locations, serve as the basis for determining which projects to implement, including those carried out in partnership with qualified LGUs.
“We share the same mission with EDCOM. Through strategic partnerships with qualified LGUs, we ensure that resources go directly to where our schools and learners need them most,” emphasized Angara.
He continued, “Ang alokasyon natin para sa mga silid-aralan ay dapat direktang tumutugon sa mga eskwelahang pinakamatindi ang pangangailangan. Kailangan nakabase sa tunay na datos ang ating mga desisyon para bawat pisong inilalaan natin, tunay na nararamdaman sa ating mga paaralan.”
The Department of Education (DepEd) acknowledged the commendation from EDCOM 2 regarding the agency’s intensified efforts to mobilize various approaches for the construction of classrooms.
The memorandum also emphasized that its decision-making process consistently takes into account the severity of the shortage, site readiness, project feasibility, and implementation timelines.
However, despite the significance and urgency of the need, there is currently no available space for the construction of standard or prefabricated classrooms, as existing, unsafe structures must first be demolished.
DepEd also notably sequences implementation according to what can be constructed immediately, while simultaneously preparing more complex sites for future development.
For these reasons, DepEd continues to pursue alternative strategies beyond the conventional construction of classrooms.
To accelerate the delivery of infrastructure, DepEd is implementing a comprehensive strategy that includes construction led by the Department of Public Works and Highways (DPWH), partnerships with local government units (LGUs), Public-Private Partnerships, the DepEd Learning Continuity Spaces (LCS) initiative, and collaborations with other government agencies and the private sector.
The current LGU-led classroom construction initiative covers 439 LGUs, 1,955 schools, and 8,777 classrooms nationwide.
Within this framework, the Department of Education (DepEd) and the Philippine Amusement and Gaming Corporation (PAGCOR) and 48 LGUs under existing tripartite agreements will construct 576 classrooms in priority communities.
DepEd maintains oversight through regular reporting on physical and financial progress, technical validation, and monitoring protocols at the division, regional, and central office levels.
