DepEd urged to fully support science high schools
EDCOM 2 pushes for stronger support for science high schools amid funding and curriculum gaps
Published Mar 3, 2026 12:59 pm
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Updated Mar 3, 2026 01:14 pm
As enrollment demand continues to grow, lawmakers and education officials face mounting pressure to ensure that science high schools receive the targeted support and education funding needed to strengthen STEM education and nurture the next generation of Filipino scientists, engineers, and innovators. (DepEd file photo)
The Department of Education (DepEd) is being urged by the Second Congressional Commission on Education (EDCOM 2) to strengthen its support for the country’s science high schools following concerns over systemic gaps in curriculum oversight, funding, and school leadership that could affect the sustainability and expansion of specialized STEM education programs.
In a statement issued Tuesday, March 3, EDCOM 2 said that during a recent hearing of the House Committee on Basic Education and Culture, structural weaknesses affecting Regional Science High Schools and Special Science Programs under DepEd were discussed.
Presenting findings from the EDCOM Year Two Report titled Fixing the Foundations, Executive Director Dr. Karol Mark Yee outlined three urgent reforms needed to strengthen science-focused institutions nationwide.
Curriculum gaps and weak oversight
Yee pointed to the lack of cohesive quality assurance from DepEd’s central office, particularly in ensuring smooth curricular progression across grade levels.
While Regional Science High Schools and Special Science Programs offer enriched science, mathematics, and English courses on top of the regular secondary curriculum, these initiatives often operate in silos.
Programs such as Special Science Elementary Schools (SSES) do not seamlessly transition into Special Science High Schools (SSHS), resulting in fragmented learning pathways.
Unlike the structured STEM scaffolding of the Philippine Science High School System (PSHS), EDCOM 2 noted that DepEd’s spiral progression approach has reportedly failed to ensure a smooth transition from Junior High School to Senior High School.
EDCOM 2 emphasized that better monitoring, curriculum alignment, and a unified vision are necessary to maximize the potential of science high schools and improve the delivery of quality STEM education.
Declining funding for science programs
Funding constraints were also raised as a major concern.
EDCOM 2 reported that science high school programs rely on limited Maintenance and Other Operating Expenses (MOOE) budgets embedded within regular school allocations.
In 2024, MOOE stood at only P150 per elementary learner and P202 per Junior High School learner. These amounts further decreased in 2025 to P137 and P180, respectively.
Although DepEd downloads additional Program Support Funds averaging P398.79 per learner for School Year 2024–2025, EDCOM 2 noted the lack of transparency in the funding formula and minimal improvements in resource allocation for public science high schools.
“Considering the intent of DepEd in its Science High School Program, it may be beneficial for the department to monitor curriculum implementation, ensure adequate funding, and treat these schools differently in terms of teacher and principal policies, given their specialized nature,” Yee said.
Leadership continuity and teacher shortages
Another challenge discussed during the hearing was the mandated reassignment of principals every five years under DepEd Order No. 7, s. 1999.
EDCOM 2 noted that frequent leadership turnover disrupts school innovation and does not guarantee that assigned principals have a background in science education.
Meanwhile, House Basic Education and Culture Committee Chairperson and EDCOM 2 Co-Chairperson Rep. Roman Romulo underscored the urgency of addressing “absorptive capacity” issues, noting that many qualified students are turned away due to shortages in specialized teachers, classrooms, and laboratories.
Romulo stressed that infrastructure expansion alone will not resolve the education crisis without stronger investment in human resources and urged the government to channel scholarships toward producing more specialized science and mathematics educators to address the teacher shortage in STEM fields.
DepEd response
DepEd officials, led by Undersecretary Wilfredo Cabral and Assistant Secretary Janer Datukan, acknowledged the gaps identified by EDCOM 2.
The department expressed its commitment to reviewing the curriculum for all special science programs and enhancing monitoring and evaluation systems.
Cabral also pledged to raise concerns regarding an improved funding formula and stricter qualification requirements for science high school principals before the DepEd Executive Committee.
EDCOM 2, created through Republic Act No. 11899, is mandated to conduct a comprehensive national assessment of the Philippine education sector and recommend legislative measures to address the country’s education crisis.