NATIONAL
Advocates Philippines
DepEd Eyes LGU Role In Classroom Construction To Speed Up Solutions To Shortage
Photo credit: DepEd
The Department of Education (DepEd) is considering allowing Local Government Units (LGUs) to take a more direct role in building classrooms across the country—an initiative that could end the long-standing practice of relying solely on the Department of Public Works and Highways (DPWH) for school construction.
Education Secretary Sonny Angara explained that the move aims to accelerate the delivery of classrooms and address persistent shortages more effectively.
“Every classroom we add brings hope and opportunity to learners. But delays in construction mean children wait longer than they should. That is why we are looking for ways to build faster and smarter, with partners who are closest to the ground,” Angara said.
At present, most school construction projects are handled by the DPWH, a process often criticized for delays and inefficiencies. DepEd now seeks greater flexibility under the 2026 General Appropriations Act (GAA)—subject to congressional approval—to allow LGUs and other partners to directly participate in classroom construction.
DepEd acknowledged that LGUs differ in capacity: some have the technical expertise, resources, and management systems to deliver quickly, while others may require more support. To address this, the department is exploring mechanisms such as accreditation systems to match responsibilities with readiness, alongside measures like technical assistance, co-financing, and clustering for less-resourced LGUs.
Despite these changes, DepEd assured that all projects will adhere to standardized classroom designs, cost ceilings, and safety standards. Collaboration with the DPWH will also remain an option, giving the government a flexible approach that combines national oversight with local initiative.
Since assuming office in July 2024, Secretary Angara has already mobilized over ₱458 million in private sector contributions, funding at least 84 new classrooms and upgrading several facilities. He stressed that this reflects the readiness of communities, civil society, and businesses to step in and help.
“Our partners in local governments, civil society organizations, and the private sector have shown they want to be part of the solution. What we hope to do is create the space for their contributions to make a bigger impact,” Angara said.
DepEd emphasized that addressing the classroom shortage will require unity across all sectors and levels of government. While challenges remain, the department believes that collaboration and innovation will move the country closer to its goal.
“Our goal is simple: every Filipino child deserves a safe and decent classroom. We may not get there overnight, but by working together and exploring new ways forward, we can move closer to that future,” Angara added.
Education Secretary Sonny Angara explained that the move aims to accelerate the delivery of classrooms and address persistent shortages more effectively.
“Every classroom we add brings hope and opportunity to learners. But delays in construction mean children wait longer than they should. That is why we are looking for ways to build faster and smarter, with partners who are closest to the ground,” Angara said.
At present, most school construction projects are handled by the DPWH, a process often criticized for delays and inefficiencies. DepEd now seeks greater flexibility under the 2026 General Appropriations Act (GAA)—subject to congressional approval—to allow LGUs and other partners to directly participate in classroom construction.
DepEd acknowledged that LGUs differ in capacity: some have the technical expertise, resources, and management systems to deliver quickly, while others may require more support. To address this, the department is exploring mechanisms such as accreditation systems to match responsibilities with readiness, alongside measures like technical assistance, co-financing, and clustering for less-resourced LGUs.
Despite these changes, DepEd assured that all projects will adhere to standardized classroom designs, cost ceilings, and safety standards. Collaboration with the DPWH will also remain an option, giving the government a flexible approach that combines national oversight with local initiative.
Since assuming office in July 2024, Secretary Angara has already mobilized over ₱458 million in private sector contributions, funding at least 84 new classrooms and upgrading several facilities. He stressed that this reflects the readiness of communities, civil society, and businesses to step in and help.
“Our partners in local governments, civil society organizations, and the private sector have shown they want to be part of the solution. What we hope to do is create the space for their contributions to make a bigger impact,” Angara said.
DepEd emphasized that addressing the classroom shortage will require unity across all sectors and levels of government. While challenges remain, the department believes that collaboration and innovation will move the country closer to its goal.
“Our goal is simple: every Filipino child deserves a safe and decent classroom. We may not get there overnight, but by working together and exploring new ways forward, we can move closer to that future,” Angara added.
Sep 3, 2025
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