The Department of Education (DepEd) said on Thursday that it follows data-driven criteria for its construction strategy after reports surfaced about gaps in classroom allocations.
“Our classroom allocations must directly address the needs of schools facing the most severe shortages,” Education Secretary Juan Edgardo “Sonny” M. Angara said in Filipino in a news release.
“Our decisions must be based on actual data to ensure that every peso we allocate makes a real difference in our schools,” he added.
The agency said current classroom construction initiatives nationwide cover 439 local government units (LGUs), 1,955 schools, and 8,777 classrooms nationwide.
Across LGU-led projects, 81 provincial LGUs account for 4,0443 classrooms, while 127 city and 231 municipal offices oversee 3,123 and 1,611 learning facilities, respectively.
While projects span regions nationwide, the Second Congressional Commission on Education (EDCOM 2) reported that 30 fifth-class municipalities did not receive classroom allocations despite a deficit of 356.
Only 45.2% of the 332 local government units (LGUs) with the largest estimated classroom shortages were also among the top recipients of planned classroom allocations in Fiscal Year 2026.
While DepEd acknowledges the gaps flagged by the commission, it underscored other considerations that weigh on its decision-making regarding classroom recipients.
Under DepEd Memorandum No. 038, s. 2026, project implementation is based on classroom needs assessments and validated school-site priorities. The agency also evaluates the severity of shortages, site readiness, project feasibility, and implementation timelines.
“DepEd is not merely prioritizing based on need,” DepEd said. “It is sequencing implementation based on what can actually be built immediately while simultaneously preparing more complex sites for future construction.”
It is also exploring other avenues and modalities to address the classroom shortage, including reforms to classroom rehabilitation policies and collaborative efforts with the public and private sectors.
“To truly deliver for our learners, we need a transparent and evidence-based approach,” Mr. Angara said.
“It is the only way to ensure that available resources are directly translated into classrooms where they are needed the most,” he added.
Classroom gaps nationwide currently stand at 143,543 classrooms as of June 2026. — Almira Louise S. Martinez