Senate Minority Leader Alan Peter Cayetano called on the Department of Public Works and Highways (DPWH) to work closely with the Department of Education (DepEd) in addressing classroom shortages across the country, saying the government’s school building program must promote equity among students regardless of region.
During the Senate budget briefing for the DPWH’s proposed 2026 budget, Cayetano cited data from the Second Congressional Commission on Education (EDCOM II) showing that thousands of public schools continue to operate in double or triple shifts because of the lack of classrooms.
“36,559 schools are single-shift, 2,591 double-shift, and 216 for triple shift.”
“I have here a one-page summary from EDCOM that says 36,559 schools are single-shift, 2,591 double-shift, and 216 for triple shift. If you can have a task force, there are many reasons why napabayaan ito,” he told DPWH Secretary Vince Dizon.
Cayetano noted that most triple-shift schools are concentrated in seven regions, including the National Capital Region (NCR), Region 10, Region 4A, and Region 3, adding that such conditions make learning unequal among Filipino students.
“Not only coordinating with DepEd, but [it would be good] if you can have a task force. Ang problema kasi sa three shifts, malamang doon ay wala nang rooms ang schools. New school na ang kailangan para lumipat na ‘yung ibang estudyante,” the veteran legislator said.
The seasoned lawmaker explained that the presence of multiple shifts in many public schools means students in those areas receive less learning time compared with those in better-equipped regions.
The senator said this disparity should guide how the government allocates funds for classroom construction.
He also cited City of Taguig’s experience of building multi-storey school facilities to maximize space and serve more students.
“For example, in Taguig, we started building seven stories with an elevator,” Cayetano said.
He urged the DPWH to coordinate with DepEd and the Commission on Higher Education (CHED) in designing and prioritizing new academic buildings, saying education infrastructure must reflect fairness and inclusivity in national development.
“Education infrastructure must reflect fairness and inclusivity in national development.”
“If you’re talking to CHED and they want to build a specially designed academic building or school building, this is where coordination becomes important,” Cayetano said.
He said the goal of good governance is not just for one department to perform well but for all agencies to share responsibility and deliver results together.
“For you to be able to do your job, the other departments have to do their jobs,” Cayetano concluded.
