Manila Bulletin – DepEd urged to fully support science high schools

The Department of Education (DepEd) is facing calls to bolster support for the country’s science high schools amid concerns about systemic issues impacting curriculum oversight, funding, and school leadership, potentially hindering the growth of specialized STEM education programs.

Curriculum Gaps and Oversight Weaknesses

The Second Congressional Commission on Education (EDCOM 2) recently discussed structural weaknesses affecting Regional Science High Schools and Special Science Programs during a hearing of the House Committee on Basic Education and Culture. Findings from the EDCOM Year Two Report, titled Fixing the Foundations, highlighted a lack of cohesive quality assurance from DepEd’s central office, particularly in ensuring consistent curricular progression across grade levels.

Currently, initiatives like 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 not consistently ensured a smooth transition from Junior High School to Senior High School.

Declining Funding for Science Programs

Funding constraints pose a significant challenge, with science high school programs relying on limited Maintenance and Other Operating Expenses (MOOE) budgets within regular school allocations. In 2024, MOOE stood at P150 per elementary learner and P202 per Junior High School learner, decreasing to P137 and P180, respectively, in 2025.

While DepEd provides additional Program Support Funds averaging P398.79 per learner for School Year 2024–2025, EDCOM 2 pointed to a lack of transparency in the funding formula and limited improvements in resource allocation for public science high schools.

Leadership and Teacher Shortages

Frequent leadership turnover, mandated by DepEd Order No. 7, s. 1999, requiring principals to be reassigned every five years, was identified as disruptive to school innovation. EDCOM 2 also noted that the policy does not guarantee that assigned principals have a background in science education.

Rep. Roman Romulo, House Basic Education and Culture Committee Chairperson and EDCOM 2 Co-Chairperson, emphasized the need to address “absorptive capacity” issues, citing shortages in specialized teachers, classrooms, and laboratories that prevent qualified students from being admitted. He urged increased government investment in scholarships to produce more specialized science and mathematics educators.

DepEd Response

DepEd officials, including Undersecretary Wilfredo Cabral and Assistant Secretary Janer Datukan, acknowledged the gaps identified by EDCOM 2. The department committed 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 was created through Republic Act No. 11899 to conduct a comprehensive national assessment of the Philippine education sector and recommend legislative measures to address the country’s education crisis.