Education in the Bangsamoro Autonomous Region in Muslim Mindanao (BARMM) is increasingly becoming a test of whether public institutions can transform large government spending into meaningful progress for ordinary citizens. Unfortunately, recent developments suggest that the region’s education sector continues, allegedly, to struggle with deep systemic problems that can no longer be dismissed as routine bureaucratic setbacks.
The Ministry of Basic, Higher, and Technical Education (MBHTE) reportedly holds the biggest portion of BARMM’s regional budget, amounting to ₱26.49 billion out of the region’s ₱114 billion allocation. With such a massive share of public funds directed toward education, the expectation is simple: schools should improve, learning outcomes should rise, and opportunities for young people should expand.
Yet reports from the Bangsamoro Parliament indicate that program implementation remains slow and that portions of allocated funds have not been fully utilized. When government agencies fail to efficiently spend resources intended for education, it raises legitimate concerns about planning, execution, and accountability.
The most alarming issue, however, lies in the outcomes. Functional illiteracy in BARMM allegedly stands at 38.3%, significantly higher than the national average. Behind this figure are thousands of students who may be attending school but are still unable to fully develop the literacy and comprehension skills needed for everyday life. This is not merely an educational problem—it is a social and economic issue that affects the region’s future.
Teacher quality also appears to remain a major challenge. BARMM reportedly ranks near the bottom in licensure examination performance for educators, an indicator that the system may still be struggling to produce and support highly qualified teachers. While many educators continue to work under difficult conditions, structural weaknesses in training and professional development cannot simply be ignored.
The situation in higher education paints an equally troubling picture. Reports of extremely high dropout rates and low enrollment participation suggest that many young people are either unable or unwilling to continue their studies. Poverty, lack of access, and institutional inefficiencies likely all contribute to this reality.
Infrastructure concerns only add to public frustration. Unfinished school buildings, inadequate classroom resources, and unused government funds reflect what critics describe as weaknesses in project monitoring and implementation. For communities waiting for functioning classrooms and learning materials, delays translate into lost opportunities for students.
The recent leadership transition within MBHTE may provide an opportunity for reform, but changing officials alone will not solve long-standing institutional problems. What BARMM’s education sector needs is not just new leadership, but stronger systems of transparency, monitoring, and measurable performance.
At its core, the issue is no longer about how much money is allocated to education. The real question is whether public institutions are capable of delivering results that people can actually feel in classrooms and communities. Until that gap is addressed, concerns over BARMM’s education system will continue to grow.
BARMM chief Abdulraof Macacua removed Mohagher Iqbal from his position as Minister of Basic, Higher, and Technical Education (MBHTE) on May 18, 2026, citing alleged loss of trust and confidence. The decision reportedly stemmed from findings of irregularities linked to ₱2.2 billion in education funds.
