The Philippine Education Sector at a Crossroads: Navigating the 2025 Budget Cuts
The Philippine education sector is facing a critical juncture as the Department of Education (DepEd) grapples with significant budget cuts for the fiscal year 2025. These reductions have triggered a wave of concern and action, with President Ferdinand Marcos Jr. and education officials working tirelessly to restore the lost funds and ensure the continuity of key educational programs.
Latest Developments
In December 2024, President Ferdinand Marcos Jr. announced his intention to restore the P10 billion budget cut from the DepEd, a move that came after the bicameral conference committee reduced the department's proposed budget from P748.65 billion to P737 billion. This reduction was particularly detrimental to the DepEd Computerization Program (DCP), which saw a massive cut of P10 billion from its original proposal of P12.379 billion, leaving only P2.43 billion allocated for the program. This significant reduction in funding for the DCP could severely impact the delivery of essential Information and Communications Technology (ICT) equipment, including laptops, tablets, software, and network systems, to public schools[2][4][5].
On December 17, 2024, Marcos reiterated his commitment to restoring the funds, emphasizing that the budget cut contradicts his administration's policy direction on STEM development and educational sector modernization. He expressed his determination to find a solution that does not involve a line-item veto, which he believes would be counterproductive. This stance underscores the administration's recognition of the critical role education plays in the country's development[1][2][4].
In a meeting with DepEd on January 17, 2025, Marcos discussed the budget gaps and their potential impact on key programs, including the shortage of teachers and the implementation of the DCP. The President underscored the importance of education as a priority, stating, "We have to be able to show that that’s (education) the priority"[1].
Key Facts and Analysis
The budget reduction has far-reaching implications for several key programs within DepEd. Here are some of the most affected areas:
DepEd Computerization Program (DCP)
The cut of P10 billion from the DCP is particularly significant, as this program aims to equip public schools with essential ICT equipment. This reduction could hamper the delivery of learner and teacher tools, exacerbating the digital divide and compromising the preparation of students for 21st-century challenges. The DCP is crucial for modernizing education and ensuring that students are equipped with the skills necessary to compete in a technologically driven world[2][3][5].
Teacher Shortage and Personnel Positions
The lower budget for new school personnel positions is expected to worsen the existing teacher shortage. This shortage has been a long-standing issue in the Philippine education system, and the reduced budget will further strain the system, compromising the delivery of quality education. Education Secretary Sonny Angara highlighted the severity of the situation, noting that "infrastructure is important, but so is investing in our people and human capital. The digital divide will widen"[2][3].
Basic Education Facilities Fund (BEFF)
The reduction in the BEFF will impact the enhancement of basic education facilities, which is essential for providing a conducive learning environment. Overcrowding in classrooms and the lack of adequate facilities are already significant challenges, and the reduced budget will only exacerbate these issues[2][3].
Budget Allocation and Constitutional Mandates
Despite the significant budget cuts, DepEd still receives the largest portion of the national budget. However, approximately 70 to 75 percent of this budget is allocated to the salaries of over one million personnel nationwide, leaving limited funds for other critical programs. This allocation raises questions about the effective use of resources and whether the budget truly reflects the constitutional mandate that education should receive the highest budgetary priority[2][3].
The Teachers' Dignity Coalition (TDC) has criticized the government for allegedly padding the education sector's budget with salary funds and other allocations to make it appear that education received the highest share of the 2025 budget as required by the 1987 Constitution. TDC Chairperson Benjo Basas argued that the government's calculation includes non-traditional education institutions and future allocations, which does not genuinely fulfill the constitutional mandate. Basas emphasized that if the government is sincere in fulfilling the mandate, it should have given the largest chunk of its resources to institutions of basic education and universities, ensuring that teachers in those levels are fulfilled and satisfied[4].
Expert Perspectives
The reactions from key stakeholders have been varied but uniformly concerned.
President Ferdinand Marcos Jr.
President Marcos has been vocal about his intention to restore the lost funds, working closely with lawmakers to find a solution. In an interview, he stated, "We are still talking about it and we are trying to find a way and I think we’ll still be able to do something. We are working on that item because it is very necessary"[4].
"We have to be able to show that that’s (education) the priority," - President Ferdinand Marcos Jr.[1]
Education Secretary Sonny Angara
Education Secretary Sonny Angara has also been a strong advocate for restoring the funds. He emphasized the importance of the DCP in addressing the digital divide and preparing students for the future. Angara noted, "P10 billion was cut from the proposed 2025 computerization program of the DepEd budget. That could have funded thousands of computers/gadgets for our public school children"[5].
"Infrastructure is important, but so is investing in our people and human capital. The digital divide will widen," - Education Secretary Sonny Angara[2]
Senator Imee Marcos and Senator Juan Miguel "Migz" Zubiri
Senators Imee Marcos and Juan Miguel "Migz" Zubiri have suggested that the President could return the ratified 2025 budget bill to Congress to address contentious budgetary allocations. Zubiri emphasized the significance of the national budget, calling it the most critical legislation Congress passes annually, and highlighted the need to ensure that education receives the highest budgetary priority as mandated by the constitution[3].
Future Implications
The future implications of these budget cuts are profound and far-reaching.
Digital Divide
The reduction in funds for the DCP could hinder the country's efforts to modernize education and prepare students for the digital age. Ensuring that public schools have access to necessary technology is essential for bridging the digital divide and preparing students for a technologically driven future. As Angara pointed out, the world will soon be divided between those who can use computers and those who cannot, making it imperative to address this issue promptly[2][3][5].
Teacher Shortage
The exacerbation of the teacher shortage due to lower budgets for new personnel positions will further strain the education system, compromising the quality of education delivered to students. This shortage is not only a matter of numbers but also affects the morale and workload of existing teachers, ultimately impacting student outcomes[1][2][5].
Educational Modernization
Restoring the P10 billion budget cut is crucial for achieving the long-term goals of educational modernization. Angara emphasized the importance of filling the budget gaps to ensure that DepEd can achieve its target of providing all public schools with computer packages before Marcos ends his term in 2028. The administration is exploring various ways to supplement the lost budget, including drawing from savings and using unprogrammed appropriations, which could set a precedent for future budget management strategies[4].
International and National Standards
The Philippines' performance in global educational assessments is another area of concern. The country ranks poorly in international evaluations, such as the English Proficiency Index by Education First, where it placed 22nd out of 111 countries in 2022. The reduced budget could further hinder efforts to improve these rankings and address the learning crisis faced by the country[3].
Moreover, the education budget falls short of international standards. The United Nations recommends that countries allocate at least 6% of their GDP to education, a target that the Philippines has not met. The current budget reductions only exacerbate this issue, making it even more challenging to achieve these standards[4].
Public and Stakeholder Reactions
The public and various stakeholders have been vocal about their concerns regarding the budget cuts.
Teachers' Dignity Coalition (TDC)
The TDC has been critical of the government's handling of the education budget. They argue that the government's calculation of the education budget is misleading and does not genuinely fulfill the constitutional mandate. The coalition is preparing to take legal action against the government for allegedly padding the education sector's budget with non-essential allocations[4].
Public Budget Analysts
Public budget analysts, such as Zy-za Nadine M. Suzara, former executive director of the Institute for Leadership, Empowerment and Democracy, have also expressed concern. Suzara noted that DepEd will have little resource to implement strategic projects to address the learning crisis, highlighting the severe underinvestment in the welfare of very young children in the Philippines[3].
Conclusion
The budget cuts faced by DepEd in 2025 are a critical challenge that requires immediate and sustained attention. President Marcos's commitment to restoring the lost funds and the efforts of education officials to find alternative funding sources are steps in the right direction. However, the long-term success of these initiatives will depend on a concerted effort from all stakeholders to prioritize education and ensure that the necessary resources are allocated to support the modernization and development of the educational sector.
As the Philippines navigates these challenges, it is clear that the future of its education system hangs in the balance. The decisions made now will have far-reaching implications for generations to come, underscoring the urgency and importance of addressing the budget cuts and ensuring that education remains a top priority.
In the coming months and years, it will be crucial to monitor the implementation of any restored funds and ensure that they are used effectively to address the critical issues facing the education sector. This includes not only restoring the DCP but also addressing the teacher shortage, enhancing basic education facilities, and aligning the education budget with both constitutional mandates and international standards.
Ultimately, the success of these efforts will depend on a collaborative approach involving the government, educators, and the broader public. By prioritizing education and ensuring adequate funding, the Philippines can take significant strides towards improving its education system and preparing its future generations for the challenges and opportunities of the 21st century.
