AS REPORTED by this paper over the weekend, the Iloilo provincial government’s move to allocate P600 million from the Special Education Fund (SEF) to address the shortage of classrooms is both timely and commendable. With a documented deficit of 1,665 classrooms and 468 requiring urgent construction, the numbers speak of a crisis that demands immediate and decisive action. But as impressive as this commitment is, it must not end with the building of new classrooms. Sustainability and maintenance must be given equal attention if we are to avoid falling into the same cycle of shortages in the years to come.
In Iloilo’s experience, the shortage is not only caused by growing student populations but also by the rapid deterioration of existing facilities. According to Department of Education data, more than 7,000 classrooms in the province are in dire need of major repair. This shows a painful truth: classrooms built today may become tomorrow’s backlog if preventive maintenance is not institutionalized. The constant rebuilding of decayed or storm-damaged facilities drains resources that could otherwise have been invested in expanding capacity or upgrading learning tools.
It is encouraging that part of the provincial government’s recent allocation has been devoted to constructing typhoon-resilient classrooms. In a province often battered by strong weather systems, resilience must be the baseline standard, not an afterthought. Likewise, initiatives like the creation of makeshift tent classrooms, while pragmatic in emergencies, should not become a long-term substitute for durable, well-maintained facilities.
This is where preventive maintenance policies become critical. A systematic program for regular inspection, repair, and upgrading of classrooms must be put in place, backed by dedicated funding streams and strict accountability. Schools must not be allowed to reach a state of disrepair before attention is given. The SEF, if managed prudently, can be maximized not only for building but also for preserving the quality of existing school infrastructure.
The governor’s reminder that “education is not a devolved function of the LGU” highlights a larger structural challenge: much of the responsibility falls on the shoulders of local governments, even when it is not legally mandated. But Iloilo’s proactive example should also spark a broader conversation on how the Department of Education can strengthen partnerships with provinces to ensure that resources are not wasted in cyclical construction-repair cycles.
Sustainability requires foresight. Building more classrooms will ease the current strain, but without consistent maintenance and disaster-proofing, Iloilo may face the same crisis five or ten years down the road. What we need is not just more classrooms — but better, stronger, and longer-lasting ones. Education is too vital to be left vulnerable to neglect and short-term fixes.
