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Republic of the Philippines 
HOUSE OF REPRESENTATIVES 
Quezon City 
Nineteenth Congress 
First Regular Session 
HOUSE BILL NO. __________ 
__________________________________________________________________________ 
Introduced by Representative JOEY SARTE SALCEDA 
__________________________________________________________________________ 
AN ACT 
ESTABLISHING PUBLIC SCHOOLS IN GEOGRAPHICALLY 
ISOLATED DISADVANTAGED CONFLICT-AFFECTED AREAS, AND 
ACCESS ROADS LEADING TO LAST MILE PUBLIC SCHOOLS 
EXPLANATORY NOTE 
Never again would a child carry the burden of going to school by crossing the rapid 
waters or taking a long walk in a rough road, before the child gets to school – never. 
This bill requires the convergence between the Department of Public Works and 
Highways and the Department of Education in comprehensive planning and constructing 
infrastructures that will benefit public students, as follows: 
1) Geographically Isolated Disadvantaged Conflict-Affected Schools (GIDCAS)
2) Last Mile Public Schools
3) Access Roads to All Learners (ARAL)
It is the duty of the State to “protect and promote the right of all citizens to quality 
education at all levels, and shall take appropriate steps to make such education accessible to 
all.” The duty of the States also includes taking concrete steps towards achieving zero literacy 
by ensuring that the needs of the students are addressed, taking into consideration having 
adequate facilities and educational supplies and materials, accessible roads to schools and 
availability of teaching personnel. 
Though many do not realize the connection between roads and education, economists 
have stressed for years that underinvestment in roads and education is holding the country back. 
According to the National Economic and Development Authority (NEDA) Report, only 14% 
of local roads are paved, compared to 69% of national roads. Local roads are generally of poor 
quality and condition, the same goes for the public school buildings. Worst, the absence of 
buildings and personnel for those located in Geographically Isolated Disadvantaged Conflict-
Affected Areas (GIDCAAs) and in far-flung areas. 
July 1, 2022 
8:00 am
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The schools in far-flung areas (or known as Last Mile Public Schools) are located in 
the farthest areas or hours away from the town centers and have less than four classrooms or 
any of the following: 
1) Schools farthest/remotest from town centers
2) Schools with less than 4 classrooms
3) Schools with no electricity
4) Schools with more than 50% indigenous people learners
5) Schools with less than 100 learners
6) Schools with makeshift/non-standard rooms
7) Schools with no repairs/new projects for the last 4 years
Currently, there are 8000 last mile public schools in different parts of the country that 
needs to be empowered and strengthened. In addition, there is a need to upgrade school 
facilities that will provide teacher with more opportunities to improve teaching methods and 
provide students with new means of learning. Hence, the need to formulate such a policy. 
Investment in infrastructures which ensures equitable access to education, most 
especially for those in geographically isolated and disadvantaged, and vulnerable is the key 
intent of this proposed legislation. It shall strengthen multi-sectoral linkages through the 
convergence between the Department of Public Works and Highways and the Department of 
Education and improve access and provision of quality, equitable, culture-based, and complete 
education. 
This bill will be the roadmap of the education system in the next three (3) years that 
will bridge the gap, and navigate the way towards the development of families in 
geographically isolated disadvantaged conflict-affected communities. It is intended to break 
the barriers, and clear the roadblocks that hinder students from learning. 
In view of the foregoing, the passage of this bill is earnestly sought 
JOEY SARTE SALCEDA 


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Republic of the Philippines 
HOUSE OF REPRESENTATIVES 
Quezon City 
Nineteenth Congress 
First Regular Session 
HOUSE BILL NO. __________ 
__________________________________________________________________________ 
Introduced by Representative JOEY SARTE SALCEDA 
__________________________________________________________________________ 
AN ACT 
ESTABLISHING PUBLIC SCHOOLS IN GEOGRAPHICALLY 
ISOLATED DISADVANTAGED CONFLICT-AFFECTED AREAS, AND 
ACCESS ROADS LEADING TO LAST MILE PUBLIC SCHOOLS 
Be it enacted by the Senate and House of Representatives of the Philippines in Congress 
assembled: 
SECTION 1. Short Title. – This Act shall be known as the “Geographically Isolated 
Disadvantaged Conflict-Affected Schools (GIDCAS) and All Roads to All Learners (ARAL) 
Act”. 
SEC. 2. Declaration of Policy. – It is hereby declared the policy of the State to protect 
and promote the right of all citizens to quality education at all levels, and shall take appropriate 
steps to make such education accessible to all. 
It is also the policy of the State to promote and advance the right of every Filipino to 
education. The state recognizes the people’s need for a quality, affordable and adequate 
educational system as a tool in nation building. 
SEC. 3. Definition of Terms. – As used in this Act: 
(a) Geographically Isolated Disadvantaged Conflict-Affected Areas (GIDCAAs) refers
to communities with marginalized population physically and socio-economically
separated from the mainstream society and characterized by physical factors and
socio-economic factors.
 
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1) Physical Factors - isolated due to distance, weather conditions, armed 
conflicts and transportation difficulties (island, upland, lowland, landlocked, 
hard to reach and unserved/underserved communities). 
2) Socio-economic Factors (high poverty incidence, presence of vulnerable 
sector, communities in or recovering from situation of crisis or armed 
conflict). 
(b) Access Roads to All Learners (ARAL) refers to all roads leading to the last mile 
public schools. 
 
(c) Last Mile Public Schools refers to  schools in far flung areas,  located in the farthest 
areas or hours away from the town centers and have less than four classrooms or  
any of the following: 
1) Schools farthest/remotest from town centers 
2) Schools with less than 4 classrooms 
3) Schools with no electricity 
4) Schools with more than 50% indigenous people learners 
5) Schools with less than 100 learners 
6) Schools with makeshift/non-standard rooms 
7) Schools with no repairs/new projects for the last 4 years 
 
SEC. 4. Coverage. – The Department of Education (DepED) is hereby mandated to be 
the lead agency in the implementation of this Act. It is also mandated to formulate a guideline 
of requirements and to structure a timetable to ensure the implementation of this Act, in 
consultation with the Department of Public Works and Highways (DPWH), under the 
following circumstances:  
(a) All public schools nationwide that have no access roads; 
(b) All public schools in Geographically Isolated Disadvantaged Conflict-Affected 
Areas (GIDCAAs) 
(c) All school buildings under the criteria of Last Mile Public Schools  
For this purpose, an inventory will also include all school buildings, whether fully 
functional or condemned, in all public elementary and secondary schools to determine the 
physical status of each structure. 
School heads shall submit to their respective Schools Division Superintendents, for 
appropriate action, a report indicating the existence of or any need of repair, rehabilitation, 


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construction and structural damage under their respective supervisions. The exigency of 
constructing new school buildings is a priority in anticipation of the increase in student 
population by virtue of the implementation of Republic Act No. 10533, or the “Enhanced Basic 
Education Act of 2013”. 
 
SEC. 5. Intra-connectivity Access. – All schools under this coverage shall gain access 
to the availability of the programs under the Public Schools of the Future in Technology 
(PSOFT) that may be established by law or by the Department of Education, consistent with 
the emerging Fourth Industrial Revolution and socio-economic realities being shaped by 
shifting employment, demographic, cultural and other internal and external forces which may 
be spurred by fast-paced technological progress. 
It shall also consider a satellite-based digital learning as alternative to the traditional 
mode of learning. 
 
SEC. 6. Period of Implementation. – The programs under this Act shall be implemented 
within three (3) years.  
 
SEC. 7. Administrative Provision. – Failure to act any of the programs provided under 
this Act and its Implementing Rules and Regulations by the DepEd and DPWH officials shall 
be dealt with accordingly by law through an administration action of suspension from 
government service. 
 
SEC. 8. Appropriations. – The appropriation necessary for the implementation of this 
Act shall be included in the annual General Appropriations Act (GAA). 
 
SEC. 9. Separability Clause. – If any provision or part hereof is held invalid or 
unconstitutional, the remainder of the law not otherwise affected shall remain valid and 
subsisting. 
 
SEC. 10. Effectivity. – This Act shall take effect fifteen (15) days after its publication 
in the Official Gazette or in a newspaper of general circulation. 
 
Approved,