EDCOM 2: Funding cuts, teacher gaps hindering expansion of science high schools

The Second Congressional Commission on Education (EDCOM 2) on Tuesday warned that shrinking funding, weak curriculum oversight, and a shortage of specialized teachers are preventing science high schools under the Department of Education (DepEd) from expanding — even as demand from high-performing students continues to rise.

The findings were presented during a hearing of the House Committee on Basic Education and Culture on a proposed measure to establish a new national science high school, based on EDCOM 2’s Year Two Report, Fixing the Foundations.

Strong performance, limited capacity

House Basic Education Committee chairperson and EDCOM 2 co-chair Roman Romulo said the country’s science high schools are academically strong but constrained by limited “absorptive capacity,” particularly the lack of specialized teachers.

“Ang ganda po talaga ng science high schools natin sa ating bansa eh. They are performing very well. In fact, so many learners are trying to apply and be accepted. Pero dahil nga walang absorptive capacity, kulang tayo sa teachers na specialized, hindi maka-expand yung iba,” Romulo said.

(Our science high schools in the country are really excellent. They are performing very well. In fact, many learners are trying to apply and be accepted. But because there is no absorptive capacity, we lack specialized teachers, and some schools cannot expand.)

He stressed that infrastructure alone cannot solve the issue.

“Kahit magtayo tayo na magtayo pero walang teacher, walang magtuturo eh. Yun yung bottom line eh,” he added.

(Even if we keep building facilities, if there are no teachers, no one will teach. That is the bottom line.)

Funding declining year-on-year

EDCOM 2 Executive Director Dr. Karol Mark Yee flagged limited and declining Maintenance and Other Operating Expenses (MOOE) allocations for science programs.

In 2024, MOOE allocations were ₱150 per elementary learner and ₱202 per Junior High School learner. These amounts dropped further in 2025 to ₱137 and ₱180, respectively.

While DepEd provides additional Program Support Funds averaging ₱398.79 per learner for School Year 2024–2025, Yee said the rationale behind the allocations remains unclear and has not led to substantial improvements in laboratories, equipment, and learning resources.

Curriculum and leadership concerns

Yee also cited gaps in curriculum alignment. While Regional Science High Schools and Special Science Programs offer enriched instruction in science, mathematics, and English, these initiatives are implemented in silos and lack seamless progression from elementary to secondary and tertiary levels.

Unlike the Philippine Science High School System, which strategically scaffolds STEM competencies, DepEd’s spiral progression curriculum does not ensure smooth transitions between Junior High School and Senior High School in specialized science tracks.

“Considering the intents of the DepEd in its Science High School Program, it may be beneficial for DepEd to monitor the implementation of the curriculum in these programs, ensure they receive adequate funding, and are treated differently relative to teacher and principal policies, considering the specialized nature of these schools,” Yee said.

The commission also raised concerns about DepEd Order No. 7, s. 1999, which mandates the reassignment of principals every five years. EDCOM 2 said frequent leadership changes disrupt long-term planning and do not guarantee that principals assigned to science high schools have science backgrounds.

DepEd reviewing programs

In response, DepEd officials led by Undersecretary Wilfredo Cabral and Assistant Secretary Janer Datukan acknowledged the identified gaps and said the Department is reviewing the curriculum of all special science programs to strengthen monitoring and evaluation.

Cabral also committed to elevating concerns over funding formulas and qualification standards for science high school principals to the DepEd Executive Committee.

EDCOM 2 maintained that unless structural issues are addressed, science high schools will struggle to scale up and accommodate more Filipino learners seeking quality STEM education. — RSJ, GMA Integrated News