The Department of Education (DepEd) on Thursday, August 14, emphasized that addressing the Philippines’ classroom shortage is not just about building more structures, but also about ensuring they are strategically located, disaster-resilient, and responsive to student needs.

DepEd Secretary Sonny Angara called for a whole-of-society approach to address the backlog, urging national agencies, local governments, and the private sector to collaborate on the long-standing issue.

“Kung gusto nating walang batang maiiwan, kailangan kumilos tayong lahat — mula national hanggang lokal, mula gobyerno hanggang pribadong sektor (If we want no child to be left behind, we all need to act — from the national to the local level, from government to the private sector),” Angara said.

“Sama-sama nating dapat tiyakin na may silid-aralan ang bawat bata, kahit nasa bundok, isla, o baybayin na binabaha (Together, we must ensure that every child has a classroom, even those in mountains, islands, or flood-prone coastal areas),” he added.

Heeding President Marcos’ directive to close the country’s classroom gap faster, DepEd said it is pushing for “more flexibility” in involving a wider range of implementing actors in its School Building Program — including different local government units (LGUs) and private entities — under the 2026 National Expenditure Program (NEP).

Angara emphasized the importance of involving LGUs and private sector partners as key implementers, ensuring that resources are aligned with capable builders, especially in remote and disaster-prone communities where classrooms are most urgently needed.

"Nagpasok tayo ng Special Provision on flexibility sa 2026 NEP (We included a Special Provision on flexibility in the 2026 National Expenditure Program),” Angara explained.

“Dahil madalas ring tumutugon ang DPWH sa mga kalamidad, nais nating bumuo ng pool ng mas maraming implementing actors upang matiyak na magpapatuloy ang mga proyekto nang walang aberya (Since the DPWH often responds to disasters, we want to build a pool of more implementing actors to ensure that projects continue without disruption),” he added.

Currently, DepEd determines classroom requirements, sets design and safety standards, and allocates funding accordingly. The DPWH, on the other hand, takes direct control of the funds and leads the process — from estimating costs and managing procurement to executing actual construction.

Angara expressed his gratitude to the Department of Budget and Management (DBM) for enabling DepEd to collaborate with other agencies under the 2026 NEP.

Angara highlighted that LGUs may tap into their Special Education Fund (SEF) to support education initiatives, while the private sector can contribute through Public-Private Partnerships (PPP) and the Adopt-a-School program.

“Kailangan nating buksan ang pinto para makasali ang LGU, NGO, at iba pang handang tumulong para mapabilis ang pagpapatayo (We need to open the door so that LGUs, NGOs, and others willing to help can join in and speed up construction),” Angara said.

“Ang mahalaga, kung saan may pondo, dapat may marunong at mabilis na tagapagpatayo (What matters most is that wherever there are funds, there should be capable and efficient builders),” he added.

DepEd also stressed that “solving the classroom backlog is not just a matter of building more, but of building smarter.”

To pinpoint urgent needs, DepEd said it has drawn up a classroom master plan that uses school-level data, demographic trends, and site assessments.

DepEd explained that programming and budgeting fall under the Basic Education Facilities Fund and the Quick Response Fund.

“Once funds are in place, implementers can take on construction,” DepEd said. “Engineers monitor progress on the ground, with inter-agency validation to ensure quality and transparency,” it added.

DepEd said addressing the country’s classroom shortage requires “building smarter, not just more” by prioritizing disaster-resilient designs, maximizing available spaces, and targeting construction in high-congestion areas.

Angara emphasized that DepEd is taking proactive steps by adopting stilted, flood-resilient designs — ensuring that education continues even in disaster-prone areas.

By integrating open ground floors and elevated learning spaces, DepEd’s flood-resilient designs turn climate challenges into opportunities for continuity, keeping classrooms accessible despite rising waters.

In regions frequently battered by typhoons, like Bicol, DepEd is investing in elevated, storm-resilient classrooms with reinforced concrete roofs — ensuring uninterrupted education even in the harshest conditions.

In addition to ongoing efforts, DepEd is backing the Classroom Building Acceleration Program (CAP) under Senate Bill No. 121 — a strategic move to fast-track the construction of safe, resilient learning spaces nationwide.

To ensure long-term impact, DepEd urged that the proposed measure be anchored on a national classroom master plan, supported by clear role-sharing among government agencies, local governments, and private partners.

It also highlighted the need for targeted prioritization of underserved areas and a centralized monitoring system to track progress and accountability.

To strengthen planning and delivery, DepEd said it is enhancing its national classroom master plan with demographic forecasts, a prioritization index, and granular school-level data.

DepEd is also integrating LGU and public-private partnership efforts into a unified database and advocating for 2026 budget provisions that allow more flexible implementation strategies.