The Philippines has significantly ramped up investments in education since the Education Commission I (EDCOM I) era, but the nation still trails behind its ASEAN neighbors like Singapore, Vietnam, and Malaysia. These countries consistently outperform the Philippines in international benchmarks like the Programme for International Student Assessment (PISA)—an uncomfortable reality that underscores a deep education gap.
Despite the constitutional mandate that education should receive the highest budgetary priority, the investment remains insufficient.
Prioritizing Education, but Not Enough
In the 2024 national budget, education holds the largest allocation at ₱717.6 billion for the Department of Education (DepEd) alone. Senator Sherwin Gatchalian emphasized this commitment:
“DepEd always receives the biggest and fastest-growing allocation. This shows the government’s dedication to education.”
Yet, critics argue that it’s not enough. The Alliance of Concerned Teachers (ACT) points out that public education spending is still below 6% of GDP, a benchmark recommended by UNESCO.
“The budget isn’t enough,” said ACT chairperson Vladimer Quetua. “Teachers are underpaid and overworked, while schools lack classrooms and resources. This affects the quality of education and the welfare of educators.”
Quality Over Quantity: Spending Wisely
Increasing the budget isn’t a silver bullet. Gatchalian stressed the need for “wise spending” to maximize returns. Vietnam exemplifies this, outperforming wealthier neighbors like Malaysia in PISA scores despite significantly lower per-student spending.
According to EDCOM II, Vietnam’s cumulative spending per student was only $13,800, slightly higher than the Philippines’ $11,000, yet the learning outcomes differ drastically.
“Other countries manage their education budgets more efficiently,” noted the report, citing room for improvement in how the Philippines allocates its resources.
A Learning Crisis Revealed
The 2022 PISA results highlighted the depth of the learning crisis: Filipino students ranked near the bottom in reading, math, and science among 81 participating countries. DepEd’s Alex Sucalit Jr. estimated that Filipino learners are five to six years behind their peers globally in competencies.
Even Vice President Sara Duterte, as outgoing education secretary, acknowledged the problem:
“A significant majority of our boys and girls fall below the proficiency level required for nation-building.”
Beyond Basic Education
The underinvestment extends beyond basic education.
EDCOM II flagged concerns in Early Childhood Care and Development (ECCD), where insufficient funding limits access to quality programs and underpays child development workers.
The same is true for Technical and Vocational Education and Training (TVET) under TESDA, where financial constraints hinder access to quality vocational training, and school operating expenses (MOOE), where utility bills consume 30–70% of the budget, leaving little for meaningful initiatives.
A Call for Change
How much investment is enough?
DepEd spokesperson Undersecretary Michael Poa admitted that even the agency’s proposed ₱792 billion budget for 2025 would fall short. Yet, he vowed to maximize available resources.
“It’s never enough,” Poa said, reflecting a sentiment echoed across government agencies.
The education sector’s share will remain substantial in the 2025 National Expenditure Program, but unless these resources are strategically allocated, the Philippines risks perpetuating its learning crisis.
The Road Ahead
To bridge the gap, the Philippines needs more than bigger budgets.
It requires a strategic overhaul—prioritizing efficient spending, supporting teachers, and addressing systemic inequities. Without this, the education crisis will continue to hinder the nation’s progress, leaving millions of Filipino children behind.
The stakes are high, but the rewards of getting it right—an empowered, skilled, and competitive population—are worth every peso invested.
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