Learners’ Health Assessment and Screening (LHAS): Complete Guide to Health Assessments, Dental Care, and Mental Health Screening

The Department of Education (DepEd) continues to strengthen learner health services through the Learners’ Health Assessment and Screening (LHAS). The program brings together physical health assessment, vision and hearing screening, oral health services, preventive interventions, and mental health and psychosocial screening to help schools identify learners who may need appropriate support.

As of September 28, 2026, LHAS activities for SY 2026–2027 are already part of ongoing school health implementation. DepEd division offices have issued local schedules and memoranda covering the conduct and continuation of LHAS activities during the current school year.

What Is Learners’ Health Assessment and Screening (LHAS)?

Learners’ Health Assessment and Screening, or LHAS, is a school-based health initiative designed to identify health concerns early and connect learners with appropriate preventive, remedial, or referral services.

The program forms part of DepEd’s broader school health and nutrition efforts. Previous DepEd guidance describes LHAS as an integral component of health services coordinated by School Health and Nutrition (SHN) personnel under Oplan Kalusugan sa DepEd.

For SY 2026–2027, the implementation includes several major components: head-to-toe assessment and health history intake, vision and hearing screening, oral health assessment and treatment, topical fluoride varnish application, and universal mental health and psychosocial screening.

When Will LHAS Be Conducted in School Year 2026–2027?

Some schools with school-based health personnel, local government health workers, or capable community partners may have started certain LHAS activities earlier during the Opening Block.

For schools that did not have the capacity to conduct the activities earlier, the general expectation was that LHAS would commence no earlier than July 13, 2026. This timing allows schools and Schools Division Offices (SDOs) sufficient opportunity to complete master lists and organize schedules.

LHAS activities are expected to continue throughout the school year according to schedules established by SDO SHN personnel in coordination with School Heads.

The July 13 date also corresponds with the opening of Beginning-of-School-Year encoding in the DepEd Learner Information System for Kindergarten to Grade 10.

1. Head-to-Toe Assessment and Health History Intake

One of the central components of LHAS is the annual head-to-toe assessment.

This is a thorough examination conducted by qualified health personnel to help identify signs and symptoms of illness, physical or behavioral concerns, abnormalities, and other health-related needs. It also provides an opportunity to monitor hygiene practices and give learners and parents or guardians practical health education.

The assessment includes anthropometric measurements, particularly height and weight. These measurements can be used to calculate Body Mass Index (BMI) as part of assessing nutritional status and identifying possible nutritional concerns.

The health history intake complements the physical assessment. It may include information about allergies, existing medical conditions, previous surgeries or hospitalizations, family medical history, immunization status, smoking or vaping history, handedness, and other relevant information.

Health personnel may obtain this information directly from the learner or from a parent, parent-substitute, or legal guardian, depending on the circumstances and the information required.

2. Vision and Hearing Screening for Learners

Vision and hearing screening are important because unidentified sensory difficulties can affect classroom participation and learning.

Vision screening or visual acuity screening uses appropriate charts, occluders, transparent response keys, and other methods to identify learners who may have vision concerns.

Hearing screening may involve a 512 Hz tuning fork or retractable pen used by qualified health personnel to identify learners who may need further audiological assessment and management.

For SY 2026–2027, Kindergarten learners are a mandatory priority for vision screening and are likewise prioritized for hearing screening. Grades 1 and 4 follow as priority groups. Learners participating in the Academic Recovery and Accessible Learning (ARAL) Program who have not yet been screened, as well as learners experiencing reading difficulties or identified as non-readers, are also prioritized.

For vision screening, learners aged 15 years and below are another important priority because they may be eligible for the PhilHealth benefit package for optometric services for children.

Schools may also conduct vision and hearing screening ahead of the scheduled Head-to-Toe Assessment when trained personnel are available. These activities may be conducted during Homeroom Guidance or other suitable free periods.

3. Minimizing Disruption to Classroom Instruction

Health services should be delivered while protecting instructional time.

When Head-to-Toe Assessment or oral health activities take place during the Instructional Block, learners may be called individually, in pairs, or in small groups. The arrangement depends on the number of available health personnel.

This approach allows schools to provide necessary health services while reducing the amount of classroom time affected.

SDO SHN personnel are also expected to use their contact with learners as an opportunity for health education and chairside instruction, helping learners understand practical ways to protect their health.

4. Oral Health Assessment, Treatment, and Fluoride Varnish

LHAS also includes important dental services.

The Oral Health Assessment is conducted by licensed dentists under the School Dental Health Care Program (SDHCP). It involves examining the teeth, gums, and other oral tissues to identify dental caries, periodontal concerns, and other oral health conditions.

Early identification allows appropriate treatment, preventive care, or referral when necessary.

Another important intervention is topical fluoride varnish application. Sodium fluoride varnish is applied at least once per school year, with priority given to Kindergarten through Grade 3 learners and learners in other grade levels who have active dental caries.

Parental, parent-substitute, or legal guardian consent is required for the fluoride varnish application.

DepEd's school dental program is linked to the department's established School Dental Health Care Program guidelines, including DepEd Order No. 41, s. 2020.

For dental activities, SDO dentists are also expected to observe applicable Department of Health infection prevention and control requirements for facility-based and community-based dental settings.

5. Universal Mental Health and Psychosocial Screening

Physical health is only one part of learner well-being. LHAS also includes Universal Mental Health and Psychosocial Screening for qualified schools.

For SY 2026–2027, administration of the screening tools may take place during the applicable Homeroom Guidance Program schedule from August 10 through December 14, 2026.

The schedule allows schools time to build familiarity and trust with learners before screening and leaves sufficient time for referral and appropriate intervention during the school year.

The Children and Adolescents Risk Screener (CARS) is used for universal mental health screening. It assesses areas of potential mental health concern among learners from Kindergarten through Grade 12 in qualified schools.

Importantly, screening is not a clinical diagnosis. Its purpose is to identify possible risks and determine whether additional support, intervention, or referral may be appropriate.

6. Rapid HEEADSSS for Adolescent Psychosocial Screening

For adolescents, DepEd uses Rapid HEEADSSS, a self-administered psychosocial screening questionnaire recommended for adolescents aged 10–19, corresponding generally to Grades 4–12.

HEEADSSS covers areas related to the learner's home, education or employment, eating, activities, substance-related risks, sexuality, mental health concerns, and safety.

Learners identified as being at risk may be referred for a more comprehensive psychosocial assessment, including the Comprehensive HEEADSSS Interview, when appropriate and conducted by qualified personnel.

As with other health screening activities, proper training and adherence to the applicable protocols are essential.

7. What Schools and Parents Should Know About LHAS

LHAS should be understood as an early identification and support system rather than simply a one-day medical checkup.

Schools coordinate with SDO health personnel, School Heads, teachers, dentists, nurses, medical officers, counselors, and qualified local health partners to identify health concerns and determine appropriate next steps.

Parents and guardians can help by providing accurate health information, responding to consent requirements, and cooperating with referral or follow-up recommendations when additional assessment or treatment is needed.

The overall goal is straightforward: identify health concerns early, provide appropriate interventions, and help learners remain healthy and ready to learn.

Important LHAS References and Links

For the detailed procedures and official materials, readers may refer to the following resources:

Head-to-Toe Assessment procedures:
https://bit.ly/schoolhealth2627head-to-toe

Oral Health procedures and references:
https://bit.ly/schoolhealth2627oralhealth

Mental Health and Psychosocial Screening procedures, CARS, and HEEADSSS materials:
https://bit.ly/schoolhealth2627mentalhealth

DepEd official website:
https://www.deped.gov.ph/

DepEd's previously issued LHAS guidance also establishes the program's connection to school medical, dental, nursing, nutrition, and mental health services.

Final Thoughts

The Learners’ Health Assessment and Screening program for SY 2026–2027 highlights an important principle in education: learning and health are closely connected.

Through annual physical assessment, health history intake, vision and hearing screening, dental services, fluoride varnish application, mental health screening, and appropriate referral, schools can identify concerns before they become bigger barriers to learning.

As of September 28, 2026, schools are already within the implementation period for LHAS activities for the current school year. Specific schedules may vary by Schools Division Office, so teachers, parents, and school personnel should follow the latest instructions issued by their respective SDO and school administration.

The most important takeaway is that LHAS is not merely about checking whether a learner is healthy today. It is about creating a coordinated system that helps schools recognize health needs, provide timely support, and connect learners with appropriate services throughout the school year.

Initial Mandatory Health Assessment Links for SY 2026–2027: A Guide to School Health Services, Consent, Nutrition, and Master Listing

The Initial Mandatory Health Assessment is an important part of school health services for School Year 2026–2027. It covers preparatory school health activities conducted from the Opening Block through July 3, 2026, helping schools organize health services, communicate with families, identify learners who need support, and establish the records needed for continuing health programs.

For schools, teachers, parents, and other education stakeholders, understanding the process is important because school health services are not limited to a single assessment day. Information dissemination, consent management, nutritional assessment, master listing, screening, referral, and follow-up activities may continue throughout the school year.

The detailed procedures and official working materials referenced in the guidelines are available through the designated school health resources.

What Is the Initial Mandatory Health Assessment?

The Initial Mandatory Health Assessment refers to preparatory activities that establish the foundation for delivering school health services during the school year. These activities help schools determine which learners are covered by particular services, communicate important information to families, document nutritional assessment results, and prepare master lists for monitoring.

Current 2026 DepEd field issuances show that Learners’ Health Assessment and Screening (LHAS) continues to be implemented for School Year 2026–2027. Regional and division offices have issued schedules, orientations, and implementation-related memoranda for the current school year.

The preparatory period is therefore more than a paperwork exercise. It creates an organized system for connecting learners with appropriate school health services.

Information Dissemination on School Health Services

Information dissemination is a continuing activity. Schools may provide information beyond the prescribed preparatory period so that learners, parents, parent-substitutes, and legal guardians understand the health services available during the school year.

For learners, health information may be integrated into appropriate classroom lessons and permitted co-curricular activities. This approach allows important health messages to become part of the learner's regular educational experience.

For parents and guardians, information may be provided during meetings and other activities involving families. Schools may also use take-home materials and established communication channels.

Effective information dissemination should help families understand the purpose of school health services, possible risks associated with particular interventions, and which activities require consent.

Understanding Parents' Consent Requirements

One of the important responsibilities during the initial health assessment period is securing the support and participation of parents, parent-substitutes, and legal guardians.

Not every school health activity has the same consent requirement. Under the provided 2026–2027 guidance, Learners' Health Assessment and Screening, including the Baseline Nutritional Assessment, is considered an essential service and does not require prior parental consent.

Basic mental health and psychosocial support may likewise be provided when necessary based on the results of universal mental health and psychosocial screening, without prior consent.

Other interventions recommended or provided as a result of an assessment require consent. Examples include oral treatment and referrals to external health service providers. Commodity-based services also require consent, including services such as deworming, supplementation, immunization, and fluoride varnish application.

This distinction makes clear why information dissemination is important: families need to understand what the school health program covers and when authorization is required.

Consent Forms and Documentation

Consent forms are distributed and collected through class advisers, with responses encoded in the class master list. Schools can use the designated omnibus consent form provided for the school health program.

The latest working materials referenced for SY 2026–2027 include the following resources:

Preparatory school health procedures: School Health Preparatory Procedures

Omnibus consent form: School Health Omnibus Consent Form

Schools should always follow the latest instructions issued by their Schools Division Office (SDO), particularly when local schedules, submission procedures, or forms are updated.

Baseline Nutritional Assessment for Kindergarten to Grade 6

The Baseline Nutritional Assessment is another major component of the initial school health activities.

It involves obtaining the height and weight of Kindergarten to Grade 6 learners at the beginning of the school year. The information is used to determine nutritional status according to World Health Organization standards and serves as a basis for identifying learners for the School-Based Feeding Program (SBFP).

The assessment is not simply a one-time record. Nutritional information can also be used to monitor progress among SBFP beneficiaries.

Schools conduct an Endline Nutritional Assessment toward the end of the school year for SBFP beneficiaries. Comparing baseline and endline information allows school health personnel to monitor changes during the feeding intervention.

For the 2026–2027 school year, schools and divisions have continued issuing implementation and coordination activities connected with the School-Based Feeding Program and learner health services.

Detailed nutritional assessment procedures: Baseline Nutritional Assessment Procedures

Why the Master List Matters

The master list is one of the most important administrative tools in the school health program.

It contains the learners who are qualified to receive applicable school health services and helps schools and SDOs monitor the progress of service delivery.

Class advisers are responsible for preparing the master lists of their learners. The School Head designates appropriate non-teaching personnel to consolidate the lists by grade level and for the entire school.

For LHAS, all learners are included because the assessment is considered an essential service that does not require prior consent.

The master list also records the results of Baseline and Endline Nutritional Assessments. Depending on the applicable service, it can help identify learners scheduled for health assessments, interventions, referrals, and follow-up.

Using the Master List for Monitoring and Reporting

The master list is not intended to be completed once and forgotten. It is a monitoring tool that can be updated as school health services are delivered.

The SDO uses the master list to help schedule learners for LHAS and commodity-based services based on the school's actual targets, timeline, available capacity, and applicable consent requirements.

Schools submit their master lists before the SDO-scheduled commencement of LHAS and applicable commodity-based services. The list is then updated at the end of each term to reflect progress and the current status of services.

This creates a clearer picture of which services have been completed and which learners may still require appropriate follow-up.

Detailed master listing procedures: Master Listing Procedures for School Health Services

What Schools Should Keep in Mind

Successful implementation of the Initial Mandatory Health Assessment requires coordination among school heads, class advisers, school health and nutrition personnel, parents or guardians, the SDO, and other authorized health service providers.

The most important steps are to communicate clearly, maintain accurate records, distinguish services that require consent from those that do not, complete nutritional assessments properly, and keep the master list updated.

Current DepEd field issuances confirm that LHAS activities remain an active part of School Year 2026–2027 implementation. For example, DepEd offices have issued current memoranda covering mandatory LHAS, schedules for health assessment, and continuing health-related activities during the school year.

Final Thoughts

The Initial Mandatory Health Assessment provides schools with an organized starting point for delivering learner health services. Through information dissemination, appropriate consent procedures, nutritional assessment, and accurate master listing, schools can better coordinate services and monitor progress throughout the school year.

For teachers and school personnel, careful documentation can make health service monitoring more efficient. For parents and guardians, understanding the distinction between mandatory essential assessments and services requiring consent can make participation clearer.

Because school health procedures and schedules may be updated through national, regional, or Schools Division Office issuances, schools should always verify the latest applicable instructions before implementation.

As of September 28, 2026, learner health assessment and related school health activities remain part of ongoing SY 2026–2027 implementation across DepEd field offices.

For the latest applicable requirements, schools should coordinate with their Schools Division Office and use the most recent official forms, schedules, and procedural guidance provided through DepEd channels.

PhilHealth Registration Promotion in Schools: A Key School Health Activity

As schools continue strengthening learner health and well-being during School Year 2026–2027, PhilHealth Registration Promotion is an important part of school health activities. Through coordination between the Department of Education (DepEd) and PhilHealth, schools can help learners and their families better understand PhilHealth registration, available healthcare services, and ways to access appropriate health support.

For the 2026 Brigada Eskwela, PhilHealth Registration Promotion is identified as a priority school health activity. The initiative brings health information closer to learners, parents, guardians, and school communities while helping eligible learners and families connect with available healthcare services.

PhilHealth Registration Promotion as a Priority School Health Activity

During Brigada Eskwela, Schools Division Office School Health and Nutrition (SDO SHN) personnel shall coordinate with their local PhilHealth offices and School Heads regarding the scheduling of PhilHealth orientation sessions.

These orientation sessions may be conducted by resource persons from PhilHealth. The sessions can provide learners, parents, guardians, parent-substitutes, and legal representatives with an opportunity to learn about PhilHealth registration and relevant healthcare programs directly from authorized resource persons.

School-based orientations are especially useful because schools provide an accessible setting where families can receive health information and clarify questions about registration and available services.

PhilHealth Promotion Can Continue Throughout the School Year

Not all schools may have been able to conduct PhilHealth promotional activities during Brigada Eskwela. However, PhilHealth Registration Promotion does not have to end when Brigada Eskwela activities are completed.

Schools Division Offices and schools may continue coordinating with PhilHealth throughout School Year 2026–2027 for the conduct of additional orientation and registration-promotion activities.

These sessions may be incorporated into appropriate activities involving parents, guardians, parent-substitutes, and legal representatives, whenever practicable.

This continuing approach gives more families an opportunity to receive information, particularly those who may not have been available during the initial Brigada Eskwela activities.

Supporting Learners Who May Need Health Interventions

School Heads, with support from School Health and Nutrition personnel, shall also endeavor to facilitate PhilHealth registration for learners whose health assessment results indicate a need for interventions that may be availed from PhilHealth-accredited health service providers.

This creates an important connection between school health assessment and access to appropriate healthcare.

When a learner's health assessment identifies a concern requiring further attention, school personnel can help the learner and family understand the importance of seeking appropriate professional healthcare. Where applicable, PhilHealth registration and available accredited services may form part of the family's options for obtaining needed care.

The goal is not simply to increase the number of registered members. More importantly, the activity supports a broader school health approach in which learners and families are connected with appropriate healthcare information and services.

YAKAP Caravan: Bringing Health Services Closer to Schools and Communities

PhilHealth Registration Promotion may also be conducted during the Yaman ng Kalusugan (YAKAP) Caravan, a joint DepEd-PhilHealth initiative designed to bring health services and PhilHealth-related information closer to communities.

Under the initiative, a YAKAP-accredited clinic may visit communities, workplaces, schools, and other appropriate locations to provide free health services and promote PhilHealth registration.

This makes the YAKAP Caravan a practical opportunity for schools to combine health service delivery with health education and PhilHealth registration promotion.

PhilHealth's YAKAP program focuses on primary healthcare and preventive services, subject to applicable eligibility requirements and program guidelines. Families should always check the latest official PhilHealth information for current benefits, requirements, and participating healthcare providers.

Why School-Based PhilHealth Promotion Matters

Schools are not only centers for academic learning. They are also important community spaces where learners and families can receive information that supports their health and well-being.

School-based health promotion can make healthcare information more accessible to families. It can also provide an opportunity for parents and guardians to ask questions and understand available healthcare pathways.

For learners, timely access to appropriate healthcare may help address health concerns that could otherwise affect school attendance, participation, and learning.

For parents and guardians, PhilHealth orientation activities can provide useful information about registration and available healthcare services while allowing them to interact with appropriate resource persons.

The Role of School Heads and SHN Personnel

Successful implementation of PhilHealth Registration Promotion requires coordination among several stakeholders.

School Heads can help identify appropriate schedules and school activities where PhilHealth orientations and registration promotion can be integrated.

SDO SHN personnel can coordinate with local PhilHealth offices and support the scheduling of resource persons who can conduct orientation sessions.

School Health and Nutrition personnel can also support the broader implementation of school health activities and help connect learners with appropriate health interventions when needed.

Parents, guardians, parent-substitutes, and legal representatives likewise have an important role. Their participation in school health activities can help ensure that learners receive appropriate information and support when healthcare needs are identified.

PhilHealth Promotion Beyond Brigada Eskwela

Although Brigada Eskwela provides an important opportunity to launch or strengthen PhilHealth Registration Promotion, the activity is intended to continue throughout the school year.

Schools that were unable to conduct an orientation during Brigada Eskwela can coordinate with their local PhilHealth offices for possible activities at a later date.

Likewise, schools that have already conducted an orientation may continue providing appropriate opportunities for families to learn more about PhilHealth registration and available health services.

Integrating PhilHealth promotion into suitable parent-related activities can help reach families who were not able to participate in earlier sessions.

Official Reference Materials for Schools

For schools, School Heads, SDO SHN personnel, and other stakeholders looking for reference materials related to PhilHealth Registration Promotion and YAKAP Caravan activities, the relevant concept note and supporting materials may be accessed through the following reference:

PhilHealth Registration Promotion and YAKAP Caravan Reference Materials:
https://bit.ly/schoolhealth2627philhealthpromotion

The reference materials may be used to support the planning and coordination of PhilHealth registration promotion activities during Brigada Eskwela and throughout School Year 2026–2027.

Schools should also coordinate with their respective Schools Division Offices and local PhilHealth offices for the latest instructions, schedules, requirements, and applicable program information.

What Parents and Guardians Should Know

Parents and guardians are encouraged to pay attention to official announcements from their school, Schools Division Office, PhilHealth Local Health Insurance Office, and other authorized government channels.

When a PhilHealth orientation or YAKAP Caravan is scheduled at school, families can take advantage of the opportunity to learn more about registration and available healthcare services.

Families should also remember that PhilHealth programs, procedures, requirements, and participating providers may be updated from time to time. For this reason, the latest official information should always be used when making decisions regarding registration and healthcare services.

Strengthening School Health Through Partnership

PhilHealth Registration Promotion represents an important connection between education, healthcare, and community support.

By coordinating with PhilHealth, organizing orientation sessions, facilitating appropriate registration, and incorporating health promotion into activities throughout the school year, schools can help learners and families become more informed about available healthcare options.

The YAKAP Caravan provides another opportunity to bring health services and information closer to school communities.

Through continued cooperation among DepEd, PhilHealth, School Heads, SHN personnel, families, healthcare providers, and community partners, schools can help create an environment where learner health is treated as an important part of educational success.

PhilHealth Registration Promotion may begin as a Brigada Eskwela activity, but its value can extend throughout the entire school year. With sustained coordination and family participation, schools can help connect learners with appropriate health information, services, and support when they need them most.

DepEd Seeks Immediate Submission of School Electrification and Electrical Concerns Database

The Department of Education (DepEd) is moving to consolidate existing records on school electrification and electrical concerns in public schools nationwide as part of an effort to establish a reliable and comprehensive baseline of electrical conditions and infrastructure needs.

Through the Education Facilities Division (EFD), DepEd has called on designated Electrical Engineers from Regional Offices (ROs) and Schools Division Offices (SDOs) to submit their existing databases and records concerning school electrification and electrical-related issues within their respective jurisdictions.

The directive is particularly relevant as schools continue to rely on safe, dependable, and adequate electrical systems to support classrooms, laboratories, offices, information and communications technology equipment, security systems, lighting, ventilation, and other essential school operations.

DepEd Requests Existing School Electrical Records

According to the September 23, 2026 directive, the EFD is undertaking the consolidation of existing school electrification and electrical concerns databases.

The purpose is to establish a dependable baseline that reflects the actual electrical conditions and requirements of public schools across the country.

Rather than requiring Electrical Engineers to create an entirely new database from scratch, the directive specifically requests the submission of existing and available records already maintained through regular monitoring, technical assessments, and coordination with schools.

This approach is intended to make the consolidation process more practical while allowing the Central Office to gather information already available at the Regional and Schools Division levels.

The resulting national database is expected to provide DepEd with a clearer picture of where electrical deficiencies and infrastructure requirements exist.

Who Is Expected to Submit the Information?

The request is directed to the designated Electrical Engineers of the Regional Offices and Schools Division Offices.

These technical personnel are assigned to provide technical oversight and assistance concerning electrical issues affecting schools within their respective areas.

Their existing records may contain information gathered through school visits, inspections, technical assessments, coordination with school personnel, and other monitoring activities.

The submitted information should therefore represent the records currently maintained by the concerned Electrical Engineers rather than an entirely new assessment conducted solely for this submission.

What Electrical Concerns Should Be Included?

The database may cover different types of school electrification and electrical infrastructure concerns.

One important category involves schools that are unenergized or do not have a reliable electricity source. These schools may require electrification solutions appropriate to their location and circumstances.

Another category involves schools that require general rewiring or replacement of deteriorated electrical wiring. Aging or damaged wiring can affect the reliability and safety of electrical systems and may require technical assessment and corrective action.

The database may also include schools requiring upgrading of electrical systems or electrical capacity. As school operations increasingly depend on electrical equipment and technology, some facilities may need improvements to accommodate their current or anticipated electrical demand.

Schools requiring transformers or other electrical equipment may likewise be included in the records.

In areas where conventional electrical connections may be difficult or impractical, the database may identify schools requiring solar power systems or other appropriate renewable energy solutions.

Electrical Engineers may also include other identified electrical safety concerns or facility-level electrical issues that may require attention, assessment, repair, upgrading, or future programming.

School ID Is Required for Consolidation

One of the important requirements in the submission is the inclusion of the School ID for every school listed.

The directive does not prescribe a specific database format. This provides Regional and Schools Division Offices flexibility to submit information using their existing records or database structure.

However, the School ID must be reflected to facilitate consolidation and validation at the Central Office.

Including the correct School ID can help ensure that records from different offices can be properly matched and consolidated without unnecessary duplication or confusion between schools with similar names.

For this reason, offices preparing their submissions should make sure that School IDs are clearly indicated and correspond to the correct schools.

No Prescribed Format for the Database

The EFD did not require a specific template for the submission.

This means the existing database or records maintained by the concerned Electrical Engineers may be submitted as long as the information relevant to school electrification and electrical concerns is available and the School ID is included.

The flexibility may also allow offices to preserve useful information already gathered through their technical monitoring activities.

Depending on the records available, an existing database may contain information such as the school's name and School ID, location, type of electrical concern, existing power source, electrical system condition, required intervention, equipment requirements, and other relevant technical observations.

The directive, however, emphasizes the submission of information currently maintained by the concerned Electrical Engineers.

SDS Review and Signature Required

Before submission to the Education Facilities Division, the database must be reviewed and duly signed by the Schools Division Superintendent (SDS).

This review provides an additional level of validation within the Schools Division Office before the information is forwarded to the Central Office.

Once reviewed and signed, the database is to be submitted to the EFD through the designated email address:

efd@deped.gov.ph

Submission Deadline Is September 28, 2026

The memorandum is dated September 23, 2026, and specifies that the submission must be made on or before September 28, 2026.

As of September 28, 2026, this is the stated submission deadline for the requested existing school electrification and electrical concerns database.

Schools Division Offices and concerned Electrical Engineers that have not yet completed their submission should therefore prioritize the review, signing, and forwarding of their available records.

The submission should reflect the information currently available rather than waiting for a completely new nationwide technical assessment.

Why the National Database Matters

A consolidated database can provide DepEd with an important reference for understanding the scope and distribution of electrical concerns affecting public schools.

The information may support future planning, validation, programming, budgeting, project development, and coordination related to school electrification and electrical system improvements.

It can also help identify recurring infrastructure needs and schools that may require further technical validation or intervention.

Having a centralized baseline may make it easier for DepEd to distinguish between schools that lack electricity, schools with unreliable power sources, facilities with deteriorated wiring, schools requiring increased electrical capacity, and those needing specialized equipment or renewable energy solutions.

The database is therefore more than an administrative submission. It is intended to become a reference point for future decisions concerning electrical infrastructure in public schools.

Electrical Safety Remains a Key Concern

Reliable electricity is essential to modern school operations, but electrical infrastructure must also be properly designed, maintained, and assessed.

Issues involving deteriorated wiring, insufficient capacity, damaged equipment, or other electrical deficiencies can affect the safe and effective operation of school facilities.

By consolidating information from Electrical Engineers nationwide, DepEd can build a clearer picture of existing electrical conditions and identify areas that may require further technical attention.

The resulting information can also support coordination between DepEd offices and other agencies or stakeholders involved in electrification and infrastructure development.

How to Submit the Records

For concerned offices preparing their submission, the basic process outlined in the directive is straightforward:

1. Gather the existing and available database or records on school electrification and electrical concerns.
2. Ensure that the School ID is reflected for every school.
3. Include applicable electrical concerns and requirements identified through existing records and technical monitoring.
4. Have the database reviewed and duly signed by the Schools Division Superintendent.
5. Submit the reviewed database to the Education Facilities Division through efd@deped.gov.ph.
6. Complete the submission on or before September 28, 2026.

For questions or concerns, the EFD may be contacted through efd@deped.gov.ph or the telephone number (02) 8638-7110.

Final Takeaway

DepEd's nationwide consolidation of school electrification and electrical concerns is intended to establish a reliable baseline of the electrical conditions and infrastructure requirements of public schools.

The requested records may cover schools without reliable electricity, facilities requiring rewiring or electrical upgrades, schools needing additional capacity or transformers, institutions that may benefit from solar or other renewable energy solutions, and other electrical safety or facility-level concerns.

With the September 28, 2026 deadline now reached, the immediate priority for concerned Electrical Engineers and Schools Division Offices is to ensure that available records have been reviewed, signed by the SDS, and submitted to the Education Facilities Division.

The consolidated database is expected to serve as a reference for future planning, validation, programming, and coordination aimed at improving school electrification and electrical systems across the country.

DepEd 2027 School MOOE: ₱61.02 Billion Proposed for Public Schools Under New Funding Formula

The Department of Education (DepEd) is proposing ₱61.02 billion in direct operating funds for public schools nationwide in 2027, according to the proposed 2027 National Expenditure Program (NEP). The amount represents more than double the approximately ₱30 billion in direct school operating funds reported for 2022.

The proposed allocation is part of DepEd's overall ₱975.96-billion budget for Fiscal Year 2027. The department's proposed budget is 5.11% higher than its FY 2026 NEP level.

For schools, however, one of the most important changes is not simply the size of the funding pool. DepEd is also moving toward a Simplified Normative Funding Formula (SNFF) designed to make school-level operating allocations more closely reflect enrollment and basic operational requirements.

For teachers, school heads, parents, and families following Philippine education developments, this means the discussion is increasingly shifting from simply asking how much money is allocated to asking how school operating funds are calculated and distributed.

What Is the ₱61.02 Billion MOOE Allocation?

Maintenance and Other Operating Expenses, commonly called MOOE, are funds used to support the day-to-day operational requirements of public schools.

The proposed 2027 school-level MOOE is ₱61.02 billion, compared with ₱60.89 billion under the 2026 General Appropriations Act (GAA). That means the year-to-year increase from the enacted 2026 allocation is relatively modest—about ₱130 million.

The bigger change becomes visible when the figure is compared with 2022, when direct operating funds for public schools were around ₱30 billion. On that longer five-year comparison, the proposed 2027 amount is more than twice the 2022 level.

This distinction is important. Saying that school MOOE has more than doubled since 2022 does not mean that schools are receiving an additional ₱61.02 billion on top of their existing funds in 2027. Rather, ₱61.02 billion is the proposed total school-level operating funding pool for 2027.

How Much MOOE Could Schools Receive Per Learner?

Under the proposed 2027 allocation, per-learner operating support is also set to increase across the different school levels.

The reported proposed figures are:

• Elementary schools: ₱2,982 per learner
• Junior high schools: ₱2,744 per learner
• Senior high schools: ₱3,558 per learner

For comparison, the 2026 figures were ₱2,792 for elementary, ₱2,631 for junior high school, and ₱3,264 for senior high school.

The trend has been upward in recent years. Elementary per-learner MOOE, for example, increased from ₱1,389 in 2024 to ₱2,140 in 2025 and ₱2,792 in 2026 before reaching the proposed ₱2,982 level for 2027.

Junior high school allocations increased from ₱1,844 in 2024 to ₱2,201 in 2025 and ₱2,631 in 2026. Senior high school allocations moved from ₱2,306 in 2024 to ₱2,784 in 2025 and ₱3,264 in 2026.

These figures illustrate why school enrollment matters when determining operating requirements. A school serving more learners generally has different recurring operational demands from a much smaller school.

What Is the Simplified Normative Funding Formula?

One of the major changes accompanying the proposed 2027 school funding is the full implementation of the Simplified Normative Funding Formula, or SNFF.

DepEd describes the approach as a way of simplifying the allocation process while taking school-level information and basic service requirements into account. The new approach uses factors such as enrollment, school-level data, the cost of MOOE-related items, and minimum service standards.

The goal is to move away from a system that could involve complicated fixed parameters and toward a more straightforward method for determining the operational resources needed by individual schools.

In practical terms, the formula is intended to connect funding more closely with the actual characteristics and requirements of schools.

Why Does the New Funding Formula Matter?

School budgets have a direct connection to everyday operations.

Public schools have recurring needs involving utilities, supplies, maintenance, minor operational requirements, and other expenses necessary to keep learning environments functioning.

A funding formula that considers enrollment and baseline requirements can potentially make the distribution process more responsive to differences between schools.

For school administrators and teachers, the significance is therefore not only the headline amount of the national allocation. The way the funding is calculated can affect how much operational support an individual school receives.

DepEd has said that simplifying the formula is intended to reduce unnecessary bottlenecks and allow school administrators and teachers to focus more on teaching and school operations.

How Does the 2027 School Funding Fit Into the Larger DepEd Budget?

The proposed ₱61.02 billion in school-level MOOE is only one component of the Department of Education's much larger proposed 2027 budget of ₱975.96 billion.

It is also important not to confuse the school MOOE figure with another ₱61.02-billion figure mentioned by the Department of Budget and Management.

In a September 5, 2026 announcement, DBM reported that ₱61.02 billion of the net increase in DepEd's Personnel Services funding was associated with higher funding for teachers and other DepEd personnel. That is a different budget item from the ₱61.02 billion proposed for direct school-level MOOE.

Keeping these two figures separate makes the 2027 education budget easier to understand.

Is the ₱61.02 Billion Already Final?

No.

As of September 28, 2026, the ₱61.02 billion figure is part of the proposed FY 2027 National Expenditure Program. The DBM has submitted the proposed national budget to Congress, where the spending plan undergoes legislative scrutiny and deliberation before the final General Appropriations Act is enacted.

Therefore, the figures discussed here should be described as proposed 2027 allocations, rather than guaranteed final amounts.

The official DBM FY 2027 NEP documents are available as part of the government's published budget materials.

What Could This Mean for Public Schools?

If approved and implemented as proposed, the 2027 school-level MOOE allocation would continue the longer-term expansion of direct operational funding for public schools.

The more immediate change for schools is the combination of increased per-learner support and the implementation of the Simplified Normative Funding Formula.

For parents and families, the practical question is how these budget decisions translate into everyday school conditions: functioning facilities, essential supplies, utilities, maintenance, and other basic operational requirements.

For teachers and school heads, the allocation formula matters because operational funding can affect how schools respond to their day-to-day needs.

For Filipinos following education policy from home or overseas, the proposed 2027 budget provides another useful indicator of where public-school operating resources are being directed.

The Bottom Line on DepEd's 2027 MOOE Proposal

The proposed ₱61.02 billion in direct school-level MOOE for 2027 marks a significant increase compared with the approximately ₱30 billion reported for 2022. However, compared with the ₱60.89 billion provided under the 2026 GAA, the proposed 2027 school MOOE is only slightly higher.

The other major development is the full implementation of the Simplified Normative Funding Formula, which is intended to make school funding more responsive to enrollment and baseline operational requirements.

Because the 2027 budget remains a proposal as of September 28, 2026, the final allocation will depend on the legislative budget process and the eventual enacted General Appropriations Act.

For now, the key numbers to remember are simple: ₱61.02 billion in proposed direct school operating funds, ₱975.96 billion in proposed DepEd funding, and higher proposed per-learner MOOE across elementary, junior high, and senior high schools.

The important story is not only how much is budgeted, but also how those funds reach individual schools and how effectively they support teachers and learners.

Sources: Department of Budget and Management (DBM), Department of Education (DepEd), and Philippine news reports published in September 2026. The 2027 figures remain proposed until the national budget process is completed.

Teachers’ e-IPCRF Submission Deadline Is September 30, 2026: Important Reminder for DepEd Teachers

As of September 28, 2026, public school teachers are reminded that the deadline for the submission of accomplished Teachers’ electronic Individual Performance Commitment and Review Forms (e-IPCRFs) for School Year 2025–2026 is September 30, 2026.

With only a short time remaining before the deadline, teachers who have not yet completed or uploaded their e-IPCRFs are encouraged to attend to the requirement as soon as possible and avoid waiting until the final hours.

The reminder is issued in reference to DepEd Memorandum DM-OSEC-OUHRODI-2026-0001, which provides guidance on the implementation of the Performance Management and Evaluation System (PMES) for teachers for SY 2025–2026.

e-IPCRF Submission Deadline for Teachers

The current submission deadline stated in the advisory is September 30, 2026, Wednesday.

Teachers should therefore make sure that their accomplished e-IPCRFs are properly prepared and submitted through the prescribed online system before the deadline.

The advisory noted that, as of September 18, 2026, the submission rate in the e-IPCRF system was 68.6%. This figure reflects the status at that specific date and should not be interpreted as the submission rate as of September 28.

The remaining days before the deadline are important for teachers who still need to complete the process.

What Is the e-IPCRF?

The electronic Individual Performance Commitment and Review Form, commonly called the e-IPCRF, is part of the electronic performance management process for teachers.

For SY 2025–2026, DepEd's national guidance provides directions for the implementation of the Performance Management and Evaluation System for teachers. The March 3, 2026 memorandum explains that the guidance is part of the transition toward the full implementation of the multi-year PMES framework for teachers.

The e-IPCRF is intended to standardize the recording and submission of teachers’ performance information through an electronic process.

Why Teachers Should Complete the e-IPCRF Before the Deadline

Meeting the deadline is important because the e-IPCRF forms part of the teacher performance evaluation process.

Waiting until the last day can also create unnecessary difficulties if a teacher encounters problems with the system, school email account, file preparation, internet connection, or other technical concerns.

Completing the requirement early gives teachers and school personnel more time to address possible issues before the submission period closes.

Teachers who have already completed their e-IPCRFs should also make sure that the required submission process has actually been completed rather than assuming that preparing the file automatically means that it has been successfully uploaded.

Use the Official e-IPCRF System

Teachers and schools should use the official DepEd e-IPCRF system for the submission process.

The advisory identifies the online e-IPCRF system as:

https://eipcrf.deped.gov.ph

The system is intended for the electronic submission process prescribed by DepEd.

Teachers should be careful when dealing with links or messages concerning their performance documents. When accessing the system, it is advisable to verify that the website address is the official DepEd e-IPCRF site and to follow instructions issued by the teacher’s school, Schools Division Office, or other authorized DepEd office.

Use the Official School DepEd Email Account

The e-IPCRF process is connected to official DepEd school email accounts.

The national PMES guidance states that the finalized e-IPCRF tool is uploaded to the Online e-IPCRF System using the official school email account registered in the system. It also explains that access is limited to official school email accounts to support continuity when personnel are promoted, transferred, or reassigned.

Because of this, teachers who encounter problems related to school email registration or access should coordinate with the appropriate school or Division Information Technology Officer rather than attempting to use an unofficial account.

What Teachers Should Check Before Submission

Before the September 30 deadline, teachers may want to verify the following:

1. The e-IPCRF has been properly accomplished.
2. The required ratings and information have been checked.
3. The finalized file is ready for submission.
4. The correct official DepEd school email account is being used.
5. The file has been uploaded through the prescribed e-IPCRF system.
6. The submission process has been completed successfully.
7. Any confirmation or relevant record of submission is retained when applicable.
8. Technical problems are reported immediately instead of waiting until the deadline.

These simple checks can help reduce last-minute problems.

What to Do if You Experience Technical Problems

Teachers or schools experiencing technical difficulties should seek assistance as soon as the problem occurs.

The advisory specifically directs personnel with technical concerns, including problems uploading e-IPCRFs and issues involving unregistered school email accounts, to contact the PMES Helpdesk.

The helpdesk email identified in the advisory is:

helpdesk.pmes@deped.gov.ph

When requesting technical assistance, it is helpful to clearly explain the problem and provide the relevant information needed by the support team to understand the issue.

Teachers should avoid waiting until the final hours of September 30 before reporting a technical problem.

DepEd PMES Guidance for SY 2025–2026

The national guidance for the current school year is contained in DM-OSEC-OUHRODI-2026-0001, titled “Guidance in the Implementation of the Performance Management and Evaluation System (PMES) for Teachers for SY 2025–2026.”

The memorandum was issued on March 3, 2026 and covers the implementation of PMES for teachers during the transition toward the multi-year performance management system.

Among its provisions, the memorandum explains that for SY 2025–2026, only one full-period classroom observation is required for performance evaluation purposes. It also provides guidance for teachers who completed one or two full-period classroom observations during the school year.

The memorandum further provides guidance concerning the electronic IPCRF tool, its accomplishment, verification, finalization, and submission.

September 30, 2026 Deadline: A Final Reminder

With September 30 only days away, teachers who still have an outstanding e-IPCRF requirement should prioritize completing the process.

The important date to remember is:

September 30, 2026 — Wednesday

The submission reminder applies to the accomplished Teachers’ e-IPCRFs for SY 2025–2026 through the prescribed e-IPCRF system.

The 68.6% submission rate mentioned in the advisory was recorded as of September 18, 2026, meaning the actual submission rate may have changed since then.

Teachers are encouraged to check their submission status, complete any remaining requirements, and address technical concerns immediately.

Final Takeaway for DepEd Teachers

The Teachers’ e-IPCRF submission deadline is fast approaching. As of September 28, 2026, the deadline stated in the advisory remains September 30, 2026.

Teachers who have already completed their e-IPCRFs should verify that the required submission has been successfully processed. Those who have not yet completed the requirement should attend to it as soon as possible.

For technical concerns, teachers and schools may coordinate with the appropriate DepEd personnel and contact the PMES Helpdesk at helpdesk.pmes@deped.gov.ph when necessary.

The official e-IPCRF system identified in the advisory is https://eipcrf.deped.gov.ph.

For the latest instructions, teachers should continue to follow official announcements from the Department of Education, their Regional Office, Schools Division Office, and school administration.

Important date: September 30, 2026.

Teachers are encouraged to complete the e-IPCRF submission before the deadline and avoid unnecessary last-minute problems.

Executive Order No. 125: Philippines Suspends Excise Taxes on LPG and Kerosene Amid High Oil Prices

MANILA, Philippines — September 25, 2026 — President Ferdinand R. Marcos Jr. has issued Executive Order No. 125, temporarily suspending excise taxes on liquefied petroleum gas (LPG) and kerosene as elevated global oil prices continue to put pressure on households and consumers.

The order comes after the Department of Energy (DOE) certified that the average price of Dubai crude oil based on the Mean of Platts Singapore (MOPS) reached US$99.41 per barrel over the 30-day period covered by the certification.

That figure is significantly above the US$80-per-barrel threshold established under Republic Act No. 12316, the law that gives the President authority to temporarily suspend or reduce excise taxes on selected petroleum products when international oil prices reach specified levels.

What Executive Order No. 125 Does

Under EO 125, the excise taxes on LPG and kerosene are fully suspended, subject to specific exceptions.

For LPG, the suspension does not cover products used as raw materials in the production of petrochemical products or LPG used for motive power.

For kerosene, the suspension does not apply when the product is used as aviation fuel.

This means the measure is targeted specifically at covered LPG and kerosene products rather than being a blanket suspension of petroleum excise taxes.

The government's decision follows the framework established by RA No. 12316, which allows the President, upon recommendation of the Development Budget Coordination Committee (DBCC) and in coordination with the DOE, to temporarily suspend or reduce petroleum excise taxes when the Dubai crude MOPS average reaches or exceeds US$80 per barrel.

Why the $99.41 Oil Price Matters

The $99.41-per-barrel figure is important because it satisfies the price condition established by RA No. 12316.

According to recent reporting, the DOE certified that Dubai crude averaged $99.41 per barrel from August 13 through September 11, 2026. The DOE transmitted the certification to the DBCC for consideration.

The law does not automatically eliminate fuel taxes whenever the $80 threshold is reached. Instead, the threshold allows the government to consider a suspension or reduction, subject to the required recommendation and presidential action.

The current measure therefore represents a targeted response to elevated international oil prices.

How Much Excise Tax Is Being Suspended?

The suspension removes the applicable excise tax on covered LPG and kerosene products.

Based on the rates cited by the Department of Finance, the suspended excise tax represents ₱3.36 per kilogram of LPG and ₱5.60 per liter of kerosene.

The actual amount consumers see in retail prices, however, may not necessarily match the full tax amount on a one-for-one basis. Retail prices can also be affected by international petroleum prices, exchange rates, transportation costs, distribution expenses, inventories, and other market factors.

For households that regularly purchase LPG for cooking, the suspension can therefore affect the tax component of the price of a refill. Kerosene users may likewise see the tax component removed from covered products.

Gasoline and Diesel Excise Taxes Are Not Suspended

One important point in EO 125 is what it does not cover.

The order does not suspend the excise taxes on gasoline or diesel.

Recent reporting said the DBCC decided against suspending those taxes, with Finance Secretary Frederick Go citing the fiscal implications and the assessment that removing the taxes on gasoline and diesel would be less progressive. BusinessMirror reported that suspending those taxes could result in approximately ₱12 billion in monthly foregone government revenue.

As a result, motorists should not interpret EO 125 as a general fuel-tax holiday covering all petroleum products.

The measure is specifically focused on covered LPG and kerosene.

How Long Will the Suspension Last?

EO 125 provides for an automatic reversion mechanism.

Under the order, the regular excise tax rates under Section 148 of the National Internal Revenue Code, as amended, will automatically return when either of two conditions occurs.

The first is one week after the one-month average Dubai crude oil price based on MOPS falls below US$80 per barrel, as certified by the DOE.

The second is three months after the effectivity of the executive order.

Whichever condition occurs first will trigger the return of the regular excise tax rates.

This makes the measure temporary rather than a permanent change to the country's petroleum tax system.

Government Agencies Ordered to Monitor the Measure

EO 125 also establishes monitoring and reporting requirements.

The DOE and the Department of Finance, through the Bureau of Internal Revenue (BIR) and Bureau of Customs (BOC), are directed to conduct an inventory of existing LPG and kerosene stocks as of the order's effectivity.

The BIR and BOC must also submit monthly information to the House of Representatives concerning the declared value and volume of petroleum products covered by the suspension.

Meanwhile, the DOE is directed to require oil companies to submit monthly information about the cost components of covered petroleum products during the suspension period.

These requirements are intended to provide government officials and lawmakers with information that can be used to monitor the measure and evaluate its effects.

Monthly Review Could Change the Policy

The suspension is also subject to periodic review.

Under EO 125, the DBCC, in coordination with the DOE, must review implementation within 15 days from the issuance of the order and every month afterward.

The DBCC may then recommend to the President that the suspension be continued, modified, extended, or terminated.

This means the policy can change depending on developments in international oil prices and the government's assessment of the measure.

Republic Act No. 12316 generally limits an individual suspension or reduction to a maximum of three months, while also providing an aggregate annual limit.

What Consumers Should Watch Next

For households and businesses, the most important developments to watch are the actual retail prices of LPG and kerosene following implementation of the suspension.

Consumers should also distinguish between the excise tax suspension and movements in international oil prices. Removing a tax does not prevent petroleum prices from changing because of global crude prices, regional refined-product prices, exchange rates, and other market conditions.

The government will also continue monitoring Dubai crude prices through the MOPS benchmark. If the applicable average falls below the statutory threshold, EO 125 provides for automatic reversion of the regular excise tax rates.

Bottom Line

Executive Order No. 125 temporarily suspends excise taxes on covered LPG and kerosene products as the Philippines responds to elevated international oil prices.

The measure follows the DOE's certification of a US$99.41-per-barrel average Dubai crude price, well above the US$80 threshold established by RA No. 12316.

For consumers, the measure specifically affects the tax component of covered LPG and kerosene products. It does not suspend excise taxes on gasoline and diesel.

The suspension is temporary, subject to monthly review, and designed to automatically end when the specified oil-price or three-month conditions are reached.

As implementation begins, the key issue for consumers will be how quickly the tax suspension is reflected in actual retail prices and how international oil markets move during the coming weeks.