MANILA, June 15, 2025
Alarm Sounds Over Education Crisis
Teacher groups are sounding teh alarm as schools prepare to open, citing critical shortages and demanding urgent goverment action.
- teacher groups are calling for immediate and substantial budget increases.
- Shortages of classrooms, teachers, and learning materials are critical.
- Educators highlight the need for better teacher welfare and benefits.
As the 2025-2026 school year approaches, the education sector is facing a mounting crisis. Teacher groups, the Alliance of Concerned Teachers (ACT) and the Teachers’ Dignity Coalition (TDC), on sunday, June 15, issued separate statements highlighting severe systemic shortages. The groups are demanding immediate government action to address the ongoing education crisis, specifically focusing on increased funding.
Funding and resource Shortfalls
ACT Chairperson vladimer quetua pointed out stark deficiencies.The country faces shortfalls of 165,000 classrooms, 150,000 teachers, 96,000 education support personnel, and at least 20 million learning materials. ACT is calling for an immediate doubling of the education budget to at least six percent (6%) of the country’s gross domestic product (GDP),aligning with international standards.
GDP Target: ACT proposes 6% of GDP for education, aligning with international standards for optimal educational advancement.
“How can we expect quality education when our schools are overcrowded, our teachers overworked and underpaid, and our students lack basic learning materials?” Quetua asked. He also criticized what he called a “neoliberal agenda” that diverts resources to military spending and debt servicing, depriving Filipino children of quality learning conditions.
Teacher welfare Concerns
TDC National Chairperson Benjo Basas echoed thes concerns, highlighting the readiness of teachers but emphasizing the burdens they face due to government neglect. He noted persistent shortages in classrooms, armchairs, sanitation facilities, and learning materials, notably those aligned with the new curriculum. Basas expressed concern that the pilot implementation of the Strengthened Senior High School (SHS) curriculum is being rolled out without sufficient support.
SHS Pilot Concerns: TDC highlights the risk of inadequate support for schools piloting the Strengthened Senior High School curriculum.
“Reports from the field show that some schools participating in the SHS pilot are not adequately supported to deliver the new curriculum effectively,” Basas noted.
Unresolved Issues
Both groups underscored the unresolved crisis in teacher welfare, including low pay, overwork, and the under-implementation of benefits mandated by the Magna Carta for Public School Teachers.While basas acknowledged the Marcos management’s move to institutionalize a P7,000 annual medical allowance through an HMO beginning this year, he lamented that teachers still had to pay out of pocket for required medical checkups due to delayed implementation.
Magna Carta: Teacher groups emphasize the need to fully implement the benefits mandated by the Magna Carta for Public School Teachers.
“Our appeal to release the allowance in cash, at least for this year, was also ignored,” he said.
Call for Lasting Reform
Both ACT and TDC stressed that lasting education reform hinges on addressing the root causes of the crisis, especially adequate funding and the dignified treatment of teachers. “No education reform will succeed if we continue to neglect the very people tasked to make it work-our teachers,” Basas said.
“The underfunding of education is part of the systematic weakening of our national capacity to develop our own human resources,” Quetua added. “A truly patriotic government would prioritize education as the foundation of genuine national development.”
As the 2025-2026 school year begins, ACT announced the launch of its School Opening Campaign and vowed to mobilize stakeholders in what it calls the “2026 Budget Fight,” pressing for increased funding and reforms both in Congress and in the streets. Both ACT and TDC remain committed to pushing for substantial salary increases, better working conditions, and an education system that is patriotic, scientific, and truly mass-oriented.
Frequently Asked Questions
What are the main issues raised by teacher groups?
Teacher groups are highlighting critical shortages in classrooms, teachers, and learning materials, and are demanding increased funding and improved teacher welfare. They also criticize the government’s prioritization of other areas over education.
The Geographic and Cultural Landscape of Philippine Education
The Philippines, an archipelagic nation of over 7,640 islands [[1]], faces unique challenges in its education system. The geographical spread, categorized into Luzon, Visayas, and Mindanao [[3]], necessitates tailored strategies. Each region presents its own distinct cultural nuances, further complicating the task of creating a unified, effective national education system. Manila, the capital city, serves as the hub of educational administration, where many government offices and ministries are located, and also in Quezon city and other Manila suburbs [[2]].
The vastness of the archipelago and the diverse cultural landscape demand a flexible approach to resource allocation and curriculum implementation. The ongoing issues of classroom and teacher shortages, mentioned by both ACT and TDC, are exacerbated by these geographical and cultural factors. Addressing these structural inefficiencies requires a systemic approach, including decentralization of some educational functions to allow for regional adaptation of resources.
Historical Context and Colonial Influence
Understanding the historical context is crucial for assessing the current state of Philippine education. the country’s history of colonization, particularly by Spain and the United States, has left its imprint on the educational system still visible today. The American occupation, such as, introduced a public school system and emphasized instruction in English, leaving a legacy that continues to shape language use and curriculum content. The colonial past influences the curriculum and the values promoted in schools; this is a major factor in considering the patriotic, scientific, and mass-oriented needs sought by teacher groups.
Colonial Legacy: The Philippine education system carries the imprint of Spanish and American colonization, impacting its curriculum and structure.
The implementation of the Strengthened Senior High School (SHS) curriculum, as highlighted by TDC, can be challenging due to these historical influences. Successfully rolling out the SHS curriculum requires considering the existing infrastructure, teacher training, and the linguistic diversity across the country. Aligning the curriculum with local cultural values is also crucial for maintaining student engagement and relevance.
Addressing Regional Disparities
Regional disparities in the Philippines contribute to inequities within the education system. Some areas lack adequate infrastructure,trained teachers,and learning materials,affecting the quality of education students receive.Recognizing and addressing these gaps is vital to ensuring equal opportunities. the demands for increased funding, particularly for schools outside the urban areas, is a key issue for the Filipino teacher groups, as they seek solutions to support students in the most underserved regions.
- Infrastructure advancement: Prioritizing the construction and maintenance of schools in remote locations is a necessity.
- Teacher Deployment and Training: implementing effective teacher training and deployment programs to address shortages by region is critical.
- Resource allocation: Distributing resources equitably, based on regional need rather than a one-size-fits-all approach, can improve educational outcomes for all students.
The ACT and TDC are fighting for more than just financial aid; they are advocating for a fairer, more effective system that ensures education delivers on its promise to equalize opportunities for everyone in the Philippines.
The Path Forward
The education crisis the Philippines faces requires a comprehensive, long-term strategy. This includes addressing funding shortfalls,improving teacher welfare,and recognizing the regional and cultural complexities of the archipelago. By tackling the root causes of the inequalities within the education system, a brighter future for the country’s students can be secured.
To improve the quality of education, the Philippine government must address funding shortfalls and teacher welfare concerns while acknowledging regional differences. The teacher groups are urging for a more enduring and integrated strategy for educational reform.
Next Steps: Prioritizing education necessitates sustained investment, structural reforms, and the involvement of all stakeholders in finding effective, lasting solutions.