School Infrastructure in the Philippines: Where Are We Now and Where Should We Be Heading?

This study assesses the adequacy of school infrastructure in the Philippine basic education sector while benchmarking it against developmental targets and other countries’ performance. It finds that with respect to classrooms, there has been progress in decongesting schools, but spatial inequality in the classroom-student ratio persists and requires attention. Spatial inequality is evident, given the congested classrooms in some administrative regions. Moreover, additional classrooms are needed, given that school buildings in certain remote areas do not meet quality and safety standards, enrollment is increasing, and existing classrooms deteriorate due to wear and tear and natural calamities. In terms of water, sanitation, and hygiene (WASH) facilities, the gaps are huge and become more evident when benchmarked against other countries. The Philippines is lagging behind most Eastern and South-Eastern Asian countries in providing WASH facilities to schools, even when compared to neighboring countries with lower per capita incomes.

Schools’ access to electricity is also an issue. Many countries in the Eastern and South-Eastern Asia region have already achieved universal access, yet the Philippines still struggles to complete the electrification of schools. This challenge is compounded by the need to upgrade the electricity connections of schools to stabilize electric current fluctuations and meet digital learning requirements. Information and communications technology (ICT) access is another area where the gaps are huge. Computer package delivery targets were not met, and to make things worse, the percentage of schools with computer packages declined. Philippine schools have low computer and internet access rates, unlike those in neighboring countries that have achieved universal access to computers and the internet.

Moreover, efforts to increase computer and internet access rates have been marred by poor implementation of programs for ICT infrastructure in schools. All these imply the need to invest more in school infrastructure and pursue policy improvements. Both the public and private sectors must assume responsibility for improving the students’ learning environment through adequate and quality school infrastructure. After all, a good learning environment is a good investment, resulting in better student learning outcomes, higher productivity of workers in the future, and higher potential for endogenous economic growth.