Republic of the Philippines 
HOUSE OF REPRESENTATIVES 
Quezon City 
Twentieth Congress 
First Regular Session 
HOUSE BILL NO. ________ 
Introduced by Representative Giselle Mary L. Maceda 
EXPLANATORY NOTE  
Article XIV, Section 1 of the 1987 Philippine Constitution provides that “The 
State shall 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.” 
This provision serves not only as a mandate but also as a moral obligation to ensure 
that no Filipino child is left behind, regardless of geography, ethnicity, or economic 
standing. 
Despite this constitutional guarantee, the reality faced by many Filipino 
children—particularly those residing in Geographically Isolated, Disadvantaged, 
and Conflict-Affected Areas (GIDCAs)—tells a far different story. Due to the 
natural terrain of the Philippines, coupled with deeply rooted socio-economic 
divides, access to quality education remains a challenge. For many, the journey to 
school involves traversing dangerous mountain paths, crossing rivers, or walking 
hours along rough and unpaved roads. These risks, endured daily by our young 
learners, underscore a glaring inequality in our education system that must be 
urgently addressed. 
This bill seeks to institutionalize the establishment of basic education 
schools in GIDCAs ensuring that children in remote communities can access safe, 
inclusive, and quality learning environments. By bringing schools closer to these 
learners and equipping them adequately, we reinforce our commitment to equity 
and inclusive development. 
This measure is not just about building schools—it is about building hope, 
opportunity, and a future for every Filipino child. Never again should a child have 
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4:38 pm
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to risk their life by crossing dangerous rivers or hiking long treacherous paths just 
to reach a classroom. 
In view of the foregoing, the passage of this bill is earnestly sought. 
  REP. GISELLE MARY L. MACEDA 
 4th District, Manila City 


Republic of the Philippines 
HOUSE OF REPRESENTATIVES 
Quezon City 
Twentieth Congress 
First Regular Session 
HOUSE BILL NO. ________ 
Introduced by Representative Giselle Mary L. Maceda 
AN ACT  
ESTABLISHING PUBLIC BASIC EDUCATION SCHOOLS IN 
GEOGRAPHICALLY ISOLATED AND DISADVANTAGED AND 
CONFLICT-AFFECTED AREAS, PROVIDING ACCESS ROADS LEADING 
TO LAST MILE SCHOOLS, AND APPROPRIATING FUNDS THEREFOR 
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 LAST MILE SCHOOLS 
ACT. 
SECTION 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.  
Towards this end, the State shall improve the quality and access to basic education 
of children in far-flung, isolated, disadvantaged and conflict-affected areas, as well 
as those in Last Mile Schools, by investing on school infrastructures and roads 
leading to the said public schools.  
SECTION 3. Definition of Terms. – As used in this Act: 
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a. Basic Education refers to the intended basic learning needs which provide 
the foundation on which subsequent learning can be based. It includes 
kindergarten, elementary and secondary education as well as alternative 
learning systems for out-of-school learners and those with special needs;  
 
b. Basic Education School refers to learning institutions accredited by the 
Department of Education (DepEd) to deliver services addressing the 
intended basic learning needs of students;  
 
c. Indigenous Cultural Communities (ICCs)/Indigenous Peoples (Ips) refer to the 
same definition stated in Section 3h, Chapter 2 of Republic Act No. 8371, 
or “The Indigenous Peoples’ Rights Act of 1997”, which describes it as 
“group of people of homogenous societies identified by self-ascription 
and ascription by others, who have continuously lived as organized 
community on communally bounded and defined territory, and who 
have, under claims of ownership since time immemorial, occupied, 
possessed and utilized such territories, sharing common bonds of 
language, customs, traditions and other distinctive cultural traits, or who 
have, through resistance to political, social and cultural inroads of 
colonization, non-indigenous religions and cultures, became historically 
differentiated from the majority of Filipinos. ICCs/IPs shall likewise 
include peoples who are regarded as indigenous on account of their 
descent from the populations which inhabited the country, at the time of 
conquest or colonization, or at the time of inroads of non-indigenous 
religions and cultures, or the establishment of present state boundaries, 
who retain some or all of their own social, economic, cultural and 
political institutions, but who may have been displaced from their 
traditional domains or who may have resettled outside their ancestral 
domains.”; and  
 
d. Last Mile Schools refer to public basic education schools with gaps in 
resources and facilities which are located in geographically isolated and 
disadvantaged and conflict-affected areas (GDCA). 
 
 
SECTION 4. Establishment of Last Mile Schools. – The Last Mile Schools are hereby 
established, under the administration of the DepEd, to cater to the basic education 
of learners throughout the country’s GIDCA.  
 
The establishment of Last Mile Schools in locations situated by the ICCs shall be 
undertaken in consideration of the rights of the IPs, in accordance with Republic 
Act No. 8371. 
 
 


 
SECTION 5. Access to Education. – The DepEd shall collaborate with concerned 
national government agencies for the delivery of the infrastructures necessary to 
ensure access to education in the Last Mile Schools, namely:  
 
a. Department of Public Works and Highways (DPWH), for the 
construction of access roads leading to the location of Last Mile Schools;  
b. Department 
of 
Energy 
(DOE) 
and 
National 
Electrification 
Administration (NEA), for the installation of electricity; and  
c. Department of Information and Communications Technology (DICT), 
for the installation of information and communications technology.  
 
 
SECTION 6. Criteria. – The indicators used in identifying a public school to be 
included among the Last Mile Schools are the following:  
 
a. Having less than four (4) classrooms;  
b. With makeshift or nonstandard classrooms;  
c. Absence of or irregularity of electricity;  
d. Have not been allocated funds for repairs or new construction projects 
in the last four (4) years unless destroyed;  
e. With travel distance of more than one hour from the center of a city or 
municipality, or with difficulty of terrain or of such nature as to be 
considered having difficulty of access to existing educational 
institutions;  
f. Having multigrade classes or rooms;  
g. With less than five (5) teachers;  
h. Having a student population of less than one hundred (100) learners;  
i. With more than seventy-five percent (75%) IP learners; and  
j. Having such other circumstances that make it difficult for learners to 
access school facilities.  
 
 
SECTION 7. Implementation. – The school building program for the Last Mile 
Schools shall be established and completed within a period of five (5) years after 
the effectivity of this Act.  
 
To facilitate synchronicity, harmony and complementarity of plans, resources and 
efforts of both the national government and the local government units (LGUs) 
towards the attainment of the objectives of this Act, the DepEd shall plan and 
implement the programs, projects, and activities that address the needs of the Last 
Mile Schools, in coordination and collaboration with the National Commission on 
Indigenous Peoples (NCIP), DPWH, DICT, DOE, NEA, Department of Social 
Welfare and Development (DSWD), Department of Environment and Natural 


 
Resources (DENR), National Disaster Risk Reduction and Management Council 
(NDRRMC), and concerned LGUs.  
 
 
SECTION 8. Establishment of Community-Based Learning Hubs. – To complement the 
establishment of Last Mile Schools and ensure continuous access to basic education 
in areas where formal school infrastructure is not yet feasible, the Department of 
Education (DepEd), in coordination with local government units (LGUs), and 
Indigenous Peoples’ communities, and other stakeholders, shall establish 
community-based 
learning 
hubs 
in 
identified 
Geographically 
Isolated, 
Disadvantaged, and Conflict-Affected Areas (GIDCA). 
 
These learning hubs shall serve as temporary or supplementary education centers 
providing access to basic literacy, numeracy, and life skills, specially during 
periods of school construction, emergencies, displacement, or resource constraints.  
 
 
SECTION 9. Appropriations. – The amount necessary for the implementation of this 
Act shall be included in the budgets of the concerned Departments, agencies and 
Government-Owned and Controlled Corporations in the annual General 
Appropriations Act.  
 
 
SECTION 10. Implementing Rules and Regulations. – Within ninety (90) days from 
the approval of this Act, the Secretary of Education shall, in consultation with the 
NCIP, DPWH, DICT, DOE, NEA, DSWD, DENR, NDRRMS, and Union of Local 
Authorities of the Philippines, formulate the rules and regulations implementing 
the provisions of this Act.  
 
 
SECTION 11. Separability Clause. – If any portion or provision of this Act is declared 
unconstitutional or invalid, the remainder of this Act or any provision not affected 
thereby shall remain in force and effect.  
 
 
SECTION 12. Repealing Clause. – All laws, presidential decrees, executive orders, 
rules and regulations and other issuances, or any part thereof, inconsistent with 
this Act are hereby repealed, modified, or amended accordingly.  
 
 
SECTION 13. Effectivity Clause. – This Act shall take effect fifteen (15) days after its 
publication in the Official Gazette or in a newspaper of general circulation.  
 
 
Approved,